Executive Summary Florida State College at Jacksonville NLNAC ADN Self Study

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1 Executive Summary Florida State College at Jacksonville NLNAC ADN Self Study This document is a self-study of the Florida State College at Jacksonville s Associate Degree in Nursing program (ADN) addressing six (6) standards and forty seven (47) criteria for the accreditation of Associate Degree Programs as required by the National League for Nursing Accreditation Commission (NLNAC). Florida State College at Jacksonville is located in Jacksonville, FL, a growing metropolitan city with approximately 850,000 residents, 25 miles south of the Georgia border. The city has a diverse population and is the largest city (land mass) in the continental United States, covering over 841 square miles. The College currently consists of five campuses and seven centers and is one of 28 state/community Colleges in the State of Florida. Florida State College of Jacksonville currently serves greater than 86,000 students through four divisions Degree Education Division, Florida Coast Career Tech Division, Community Education Division and the Military, Public Safety and Security Division. Florida State College at Jacksonville was established in 1963 as Florida Junior College (FJC) to provide vocational, technical, adult and continuing education programs to students in Duval and Nassau Counties. The first class was admitted in 1966 and the College was fully accredited in 1969 by the Southern Association of Colleges and Schools Commission on Colleges (SACS COC). Accreditation was reaffirmed in 1973, 1983, 1994 and The next SACS COC reaffirmation visit will take place in In 1987 the name of the College was changed to Florida Community College at Jacksonville (FCCJ). In August 2009 the College became Florida State College at Jacksonville (FSCJ) due to changes in the structure of Florida s Community College System to a State College System. The Associate Degree Program in Nursing of Florida State College at Jacksonville is authorized by the Florida Board of Nursing to admit 432 students each academic year. Effective with the academic year, the College has reduced its annual admissions to the program to 408. The program is administered by an Associate Dean who reports directly to the Campus Dean of Career Education. There are currently 24 budgeted full-time faculty lines and 27 part-time (adjunct) faculty serving the ADN program. Two of the 24 full-time faculty lines are currently vacant. In , the program admitted 168 new students for the Fall Term, 144 students for the spring Term and 120 students for the Summer Term with some of those seats held in reserve for students who exited the program and requested to be 1

2 reinstated in accordance with the program s reinstatement policy. In addition to the generic track, the nursing education unit offers a Bridge Option track for Paramedics and Licensed Practical Nurses (LPNs) who wish to pursue the Associate Degree in Nursing. History In 1967, Florida Junior College (FJC) admitted its first Associate Degree Nursing class with thirtytwo students and approximately 5 full-time faculty members. In the forty-four years since, the enrollment has increased to 432 annually. Effective with the academic year, the College reduced the total annual enrollment, by 24 students, to 408. There are approximately 432 students currently enrolled in the program. The program was first accredited by the NLN in 1979 and has maintained full accreditation status since that time. Until the academic year, the program was only offered on the North Campus of the College. The Deerwood Center of the College was added as a site with a cohort of 48 students during the academic year. The North Campus maintains 88% of the total program enrollment while the Deerwood Center serves 12% of the enrollment. Since its inception, the ADN program has prepared thousands of graduate nurses, most of whom have initially entered the workforce within the five county areas (Baker, Clay, Duval, Nassau and St. Johns) of northeast Florida. These graduates function as competent and accountable nurses who are able to work in a variety of settings. Technological advances in patient care delivery have been a driving force in the nursing education unit s ongoing commitment to offer meaningful and current classroom theory and clinical experiences. An increasing emphasis on preventive care as well as elder and community- based care is inherent in the program s classroom instruction, clinical experiences in hospitals, simulation laboratory, nursing skills laboratory and community experiences. Course delivery remains primarily face-to-face, classroom- based but, technology-enhanced delivery was introduced in 2005 to meet the student need for flexibility. 2

3 Summary of Standards and Criteria STANDARDS Mission and Administrative Capacity The nursing education unit s mission and philosophy are congruent with Florida State College at Jacksonville s mission, goals and distinctive values and attributes. Table 1.1.a: Congruency of College Mission and Values, Campus Mission and Vision, ADN Mission and Philosophy (located in the body of the Standard I document) offers a visual representation of the close alignment of values and concepts between the governing organization and the nursing education unit. This alignment begins with the Florida State College at Jacksonville s mission and continues with the North Campus and Nassau Center mission statement, the ADN Program Mission Statement and the ADN Program Philosophy. The program philosophy is based on the nursing education unit s commitment to cultural, racial and ethnic diversity and mirrors that of the governing organization. The program s principal focus is the preparation of students for the nurse s role of provider of care, manager of care and member of the profession. The program strives to assist students in the integration of scientific principles and interpersonal communication skills through excellent teaching and meaningful learning. The program is responsive to student learning needs while assisting them to adjust to an ever-changing health care system and while being responsive to the community and employer needs. The College is committed to providing equal access to education and employment regardless of gender, age, race, religion, marital status, national origin, veterans status or disability, and the nursing education unit reflects this commitment, both philosophically and demographically. The College is governed by a governor appointed nine members Board of Trustees that works closely and effectively with the College President to fulfill the College s mission. Florida State College at Jacksonville through the North Campus accepts the ongoing responsibility of operating the nursing education unit in a manner consistent with the standards and directives of the Florida State Board of Nursing and the National League for Nursing Accrediting Commission. The program maintains the highest standards of excellence through regular peer review tied to national norms which is reflected in its current full accreditation status. 3

4 The program is led by a highly credentialed Associate Dean (a recent change in position title from Director of Nursing ) who has full authority to administer all aspects of the program. The Associate Dean position is an administrative position with 100% of its time devoted to leading the unit with no required teaching responsibilities. The Associate Dean is the administrator assigned to provide academic and administrative leadership for the nursing education unit and participates in appropriate campus and college-wide meetings with other instructional leaders. It is in these forums that updates on policies and procedures are distributed by senior administrators and opportunities for interdisciplinary collaboration occur. The Associate Dean has the authority to administer all aspects of the program including but not limited to: developing and maintaining an environment conducive to teaching and learning; providing leadership for the development and implementation of the curriculum; faculty recruitment, development and evaluation budget development and management, building and sustaining external relationships and partnerships. The ADN program at FSCJ meets the NLNAC standard for Mission and Governance. The organizational structure, policies, and procedures of the nursing education unit are continuously reviewed and modified as necessary to maintain the quality and integrity of the program. All policies relating to faculty appointment, rank, salary, benefits, tenure, rights and responsibilities, termination and workload are covered in the Faculty Union Bargaining Agreement. Issues related to curriculum and instruction are handled through the Faculty Senate, a representative body of faculty elected from each campus. Nursing faculty members have numerous opportunities to participate in the governance of the organization through several different forums. They provide input to the Faculty Senate, the North Campus Management Team and the North Campus Governance Council through their representative. They are routinely called upon to serve on campus judicial committees, employee screening committees and other committees that improve instruction, enhance the quality of student life and foster employee satisfaction on campus. A detailed table of faculty and staff committee memberships is available on site and is discussed in Standard II, Faculty and Staff. The nursing education unit s policies for staff are not different than those of the College. The only additional requirements nursing faculty would be held to are those in the affiliation agreements with the clinical agencies used for students clinical experiences. The policies of the nursing education unit 4

5 have been compiled into various documents to promote accessibility. Among these sources are the College Catalog, and the ADN Student handbook is distributed to each incoming class of students, and reviewed with the entire group by the Associate Dean and her staff. This process provides students with a forum to hear about some of the important policies that will govern their enrollment. Students have ample opportunity and are encouraged to attend both operational and leadership meetings, including but not limited to general faculty meetings and curriculum committee meetings. The nursing education unit subscribes to the College s definitions of distance education present in criterion When referring to criterion 1.10 it should be noted that the ADN program does not offer distance education. The ADN program uses technology-enhanced delivery for all courses. 2. Faculty and Staff The full-time nursing faculty are appropriately credentialed and meet Florida State Board of Nursing and NLNAC standards. All full-time faculty possess the requisite clinical and theoretical expertise in their assigned areas of instruction and hold the master in nursing degree. Part-time faculty possess the requisite clinical expertise and commitment to teaching, and greater than 68% Master of Science in Nursing degree. Utilization of full- and part-time faculty reflects national trends and is consistent with the mission of the governing institution and is closely aligned with the Florida State Board of Nursing guidelines. Additionally, the faculty/student ratios in the classroom (typically 1:24-36) and supervised clinical practice (1:12) are sufficient to ensure adequate teaching, supervision and evaluation of students. Both full-time and pat-time faculty are evaluated by a process that assess teaching, scholarship, service and practice. Diverse cultural, educational, and experiential backgrounds are represented among the faculty. Teaching experience varies from one to twenty plus years and clinical experience is extensive. FSCJ nursing faculty are highly regarded in the community and this is due in great measure to their high level of clinical competency. Faculty are accountable for and maintain expertise in teaching, service, scholarship and clinical practice (see Standard II). The nursing program employs a full-time laboratory coordinator who holds a Master of Science in Nursing degree and other related credentials. The coordinator oversees laboratory experiences and the 5

6 lab environment while nursing faculty members are responsible for skills testing. This position is sufficient to achieve program outcomes and goals. The ADN program does not utilize non-nurse faculty members. There are 4 support positions assigned to the nursing education unit to support the faculty, students and the Associate Dean. These positions are sufficient to achieve program goals and outcomes. Faculty are oriented and mentored in their areas of responsibilities through formal and informal modalities. New full-time faculty members participate in a college-wide orientation and are mentored by ADN faculty. New part-time faculty members do not participate in college-wide orientation but are provided with formal classroom based orientation by ADN faculty and also receive ongoing mentoring. ADN faculty members want to enhance the level of ongoing support for part-time faculty to ensure optimal student learning and faculty consistency. ADN faculty members plan to schedule frequent contact during orientation and course delivery whenever a part-time faculty member is utilized. Systematic assessment of full-time and part-time faculty is completed by the Associate Dean of the ADN program and is congruent with the process outlined by the Collective Bargaining Agreement between the United Faculty of Florida and College administration. Performance evaluations are scheduled each spring for faculty and support staff by the Associate Dean in accordance with College policy. Assessment findings confirm that faculty members engage in ongoing professional development. There are ongoing opportunities for instructional and technical support and all faculty members attend workshops as needed. There is a full-time technology support person on campus and this individual is available to any faculty member that identifies a need for support. Ongoing maintenance is planned. 3. Students Florida State College at Jacksonville is recognized as a College that seeks to put students first. This is reflected in the North Campus ADN program and addressed in the program s mission and philosophy. All policies support the goals and outcomes of the nursing education unit. ADN student policies are congruent with those of the College. Policies are publicly accessible using the College Catalog (available on College website). Policies are non-discriminatory and consistently applied. Web- 6

7 based information is current and consistent. ADN program specific guidelines are justified by the goals and outcomes of the ADN program and are presented in the ADN Student Handbook and reviewed with new students during student orientation. ADN student services are commensurate with the needs of the students enrolled in the program. Current ADN students have access to all campus and College-wide student support services available via internet at any time on any day. Current ADN students are also supported by the administrative specialists who can answer questions, provide general information and assist with registration and enrollment. Student support is available for financial advising, technological assistance, and academic advising on campus and through college-wide resources. ADN faculty members continue to monitor student needs and satisfaction and are continuously seeking ways to improve feedback. Student academic and financial records are maintained by the College and are in compliance with current policies of the College, State and Federal guidelines. Florida State College at Jacksonville is currently in compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements. Changes in policies, procedures and ADN program information are clearly and consistently communicated to ADN students in a timely manner. Communication methods include the ADN Student Handbook, Blackboard Learn announcements and s, and verbal communication in the classroom. Formal orientation to technology is provided to ADN students during new student orientation and also during first semester courses. Ongoing technological support is available using the College IT helpdesk. Information related to technology requirements is clearly communicated in course syllabi and in the ADN Student Handbook. Similar information is also available to applicants and the public on the College s website. To be more responsive to students, continued development of more comprehensive technical orientation during student orientation is planned. 7

8 4. Curriculum The ADN curriculum is organized and integrates professional standards, competencies, state and national guidelines, program mission, program philosophy, student learning outcomes, the Faculty s vision for Excellence and program outcomes. Standard IV: Curriculum (in both table and narrative format) within the self-study clearly delineates program pre-requisites, the curriculum plan for the generic track and the curriculum track for the Bridge-Option track. The ADN student learning outcomes guide and organize the curriculum and are congruent with NLN and ANA guidelines. Each student learning outcome is linked to course outcomes, instructional delivery methods, learning activities, and evaluation methods. Course outcomes relate to student learning outcomes and reflect progression from simple to complex and the lower to higher levels of Bloom s revised taxonomy of cognitive learning. Faculty present course content and guide learning activities so that students will be prepared to achieve stated learning and program outcomes. Learning activities within each course are varied to engage student interest, stimulate enthusiasm for learning, and address audio, visual, and conceptual learning styles. The seventy-two (72) total ADN program credits meet the requirements established by the Florida Department of Education. The program of learning is designed to ensure that the graduate is prepared to provide competent, ethical and skillful care in varied settings as a provider of care, manager of care and member of the profession. Instructional methods are structured to enhance student understanding of the material. They include lecture, a wide variety of electronic media, demonstration, return demonstration, role play, interview technique, case studies enhanced-technology instructional tools. Course syllabi are available for site review. Clinical experiences are diverse and are provided in multi-variant settings within the Jacksonville and greater Jacksonville areas. Appropriate clinical affiliation agreements are obtained for all clinical sites and kept current. The nursing education unit and the College recognize the importance and benefit of the NLNAC accreditation and thus the program has maintained NLNAC accreditation since In part, this commitment to excellence and is driving ongoing assessment and evaluation of the current curriculum. 8

9 Various curriculum models, such as the Concepts Based and the Lifespan models are being analyzed by the faculty. 5. Resources Assessment findings demonstrate that fiscal resources have been sufficient since the inception of the ADN program in Budgeted funds provide faculty salaries, faculty development, instructional and facility resources and office supplies. ADN faculty members engage in the budgetary planning process and have successfully negotiated additional library resources for students. ADN faculty and students meet during non-peak hours and so sufficient classrooms and clinical laboratories are typically available. Office space for faculty and administration is sufficient. Physical space devoted to library learning resources is sufficient and updated. Available technology is current and available to students, faculty and administrative staff. Computers with internet connections and required software are available in the classroom, the Library and Learning Commons (LLC), and in offices. Recently, nursing faculty requested access to OVID database, and the LLC recently secured access to the holdings within this database. Learning resources and technology are selected by faculty members and are comprehensive, current and accessible to faculty and students. Print resources are rapidly being replaced by online databases. Primary access to current health journals is through web-based databases and so there is no distinction in access based on physical location or course delivery modality. The physical, technological and leaning resources reflect high quality and are consistently available and current. They are sufficient to ensure that students can achieve student learning outcomes. 6. Outcomes Evaluation of student learning demonstrates that graduates have achieved identified competencies consistent with the institutional mission and professional standards and that the outcomes of the nursing education unit have been achieved. The faculty are developing a new method to report data and achievement of benchmarks to enhance tracking of program decisions. Aggregated evaluation findings are used for decision-making and to maintain or improve student learning outcomes. The data 9

10 suggest that students who progress through the curriculum demonstrate competencies appropriate to role preparation and are ready to function as entry level graduate nurses. The written plan for Systematic Program Evaluation (SPE) emphasizes the ongoing assessment and evaluation of student learning and program outcomes and has been revised to reflect the new 2008 NLNAC Standards and Criteria. Data are analyzed, aggregated, and trended by the Program Evaluation Committee with findings discussed at the faculty meetings and used in program decision making to maintain or improve the achievement of student learning outcomes. Evaluation findings are shared with, communities of interest, FBON, NLNAC, Nursing Advisory Committee members, clinical agencies affiliated with the nursing program. NCLEX pass rates are also publicly accessible on the FBON website and made available to students. Graduate achievement of competencies appropriate to role preparation is demonstrated by graduation rates, performance on NCLEX-RN examination, and evaluation of measurable behaviors, knowledge, actions and skills that are essential to the practice of nursing The Employer Satisfaction Graduate Survey results indicate that FSCJ graduates demonstrate achievement of competencies and employers are satisfied with graduate performance. Evidence of the program s educational effectiveness is measured by collecting and analyzing data/information in five main areas, including: (1) NCLEX-RN pass rate; (2) program completion rate; (3) graduate satisfaction (4) employer satisfaction with graduates and (5) job placement rate. The NCLEX-RN pass rate for first time candidates has consistently been at or above the national until 2010, when the pass rate dropped to 80.42% (national average 84.8%) (see table 6.5). In response, the faculty organization implemented a boot camp remediation course: Directed Studies/Role Transformation, (NUR 2811C). Nursing student course evaluations, nursing student Satisfaction Surveys as well as nursing graduate satisfaction surveys indicate that nursing program satisfaction results for have been achieved at the benchmark 80% satisfaction rate. Historically, the poor survey return rates for Employer Satisfaction Surveys yielded little useable data. In 2011, faculty implemented a strategy to improve response rates by electronically collecting employer surveys. As a result the response rate rose from no survey returns in 2009, 2010 to 5 survey returns in Employer satisfaction rate for 2011 was 100%. 10

11 The Nursing Graduate Employment Survey results indicate that more than 50% of FSCJ graduates have been able to find employment in the years Results are pending for graduates after summer, Consistent with a nationwide troubled economy, local and regional healthcare agencies have indicated that employment may be more difficult for new graduates than previous years. The SPE provides evidence that student learning and program outcomes are congruent. A variety of different teaching/learning methodologies have been used such as a mixture of in-class and technology-enhanced using a variety of programs such as Blackboard. It has been noted within this study that the outcomes are comparable for all students in the Nursing Program. 11

12 Analysis and Summary of Strengths and Areas needing Development, Program Strengths Areas Needing Improvement Standard Significant Strengths Needs Improvement Future Plans Standard I Congruency exists between the nursing Maintain congruency education unit and governing organization, Standard I Students, faculty and administrators participate in the ongoing program governance Students are demonstrating an ongoing increase in governance involvement and faculty will continue to encourage this interest Standard I Standard I Standard I Standard II Standard II Standard III Standard III Standard III Standard III Standard III Nursing Advisory Board meets regularly and offers valuable input for faculty and administration Excellent partnership with local healthcare facilities who provide appropriate clinical experiences Program now has ( since ) a FT Master Prepared RN who functions as a clinical liaison as well as other governing duties All Full Time faculty have a minimum of a Master in Nursing degree. There are two doctorally prepared faculty members and at least three others are enrolled in doctoral programs. The program currently has 68% Master prepared (nursing) adjunct faculty Full time faculty members represent a diverse and dynamic group and function well within the constantly changing health care environment Students demonstrate an ongoing interest and maintain involvement in student governance organizations, especially the Florida Student Nurses Association Program admission is a point based system and assists in predicting student success in a non-biased manner Student policies are clearly stated in both College and nursing handbooks FSCJ provides a wide variety of student services to assist students with program completion and recently added a counseling service for students dealing with multiple life challenges Faculty maintain an exceptional commitment to student availability through office hours, Blackboard, , phone and other options Seek out more community health experiences for students in community based clinical sites The ongoing need for adjunct faculty presents a constant challenge due to a considerable number of nursing programs in the general area 1) Recent retirement of seasoned faculty members (a national trend) and the advent of newer faculty have presented challenges. 2) The faculty is facing curriculum revision to maintain rigor and currency and at times this results in an increase in stress level evidenced during faculty meetings Continue to encourage attendance of faculty and board members while acting immediately upon recommendations and suggestions as appropriate Continue to find more community opportunities Maintain clinical liaison position The College has recently increased the tuition reimbursement benefit. This amount needs to continue and increase as necessary to encourage FT faculty to work toward the doctoral level degree Internet and newspaper advertisement will continue to be maintained and the orientation process for adjunct faculty will be continually revised and enhanced 1) Continue to improve the orientation process 2) Faculty members will benefit from opportunities to attend team building seminars to enhance team dynamics Maintain students interest and participation The admissions process needs to be reviewed by representatives from faculty, administration and a student cohort to arrive at an admission process that helps better predict success Maintain handbooks Maintain services Maintain faculty availability to students 12

13 Standard Significant Strengths Needs Improvement Future Plans Standard III In addition to state-of the-art technology (outlined in Standard V) students have access to the Evolve web site ancillary study tools and have numerous opportunities to experience NCLEX style testing and remediation through HESI. Students have access to FSCJ accounts and Blackboard access Maintain HESI or an equivalent testing/remediation option and other technologies as listed Standard IV Standard IV Standard IV Standard IV Standard V Standard V Standard V Standard V Standard V Standard VI Standard VI RN_NCLEX scores have increased from 84.88% in 2010 to 87.88% in 2011and remains within the national mean of 89.92% (detailed data available in Standards IV and VI) Evaluation methods of students are clearly documented and adequately measure student learning/outcomes Clinical experiences provide a widely diverse patient population Clinical preceptors are a valuable component of students in Role Transformation Resources are adequate to accomplish the goals of the nursing education unit A new state-of-the-art LLC (library) provides accessible technology to all students. The LLC holdings of nursing books, e-books, text books and online journals is exemplary with adequate resources to purchase up-to-date materials Both Hi-fidelity and Low-fidelity human patient simulators (HPS) are available in nursing labs Full time faculty have the option to work greater than the 180 day contract College physical resources are adequate to accomplish the goals of the nursing unit Evaluation of student outcomes is ongoing and maintained in a variety of measurements/assessments A Systematic Plan for Evaluation is in place and revisions within the program are based on this plan An NCLEX Boot Camp-end of program NCLEX course was added in 2011 as well as a mandatory score of 850 (recommended as predictive of NCLEX success) HESI Exit score. Faculty are in the process of increasing the use of these HPS as an important component of clinical training Earnings/wages of Full Time faculty are typically lower than other similar programs in Florida Faculty will benefit from further education regarding the function and process of the SPE as an outcomes tool Continue to increase number of NCLEX style questions and case studies while maintaining HESI (or equivalent) testing and remediation, tutoring services and continually evaluate curriculum and student attrition rates Maintain and evaluate regularly Maintain while exploring more community based facilities Maintain and continually develop new preceptors Maintain and evaluate per College policy Maintain and continually update. Continue to offer education and training in simulation labs Continue with ongoing evaluation of wages in relation to contract required workdays in the academic year Maintain and evaluate Maintain and continually evaluate Maintain and promote updated education of faculty regarding the use of the SPE 13

14 STANDARD 1 MISSION AND ADMINISTRATIVE CAPACITY The nursing education unit s mission reflects the governing organization s core values and is congruent with its strategic goals and objectives. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified outcomes. Criterion 1.1 The mission/philosophy and outcomes of the nursing education unit are congruent with those of the governing organization. On December 7, 2010, the District Board of Trustees of Florida State College at Jacksonville approved a revised College Mission Statement and adopted a Statement of Distinctive Values and Attributes. Revisions reflect an expanded scope and authority of the College and are consistent with the state-wide Florida College System response to community needs for postsecondary academic and career education. Revised College Mission with Distinctive Values and Attributes Statements are found within the FSCJ Faculty Handbook (onsite) and on the College website under the District Administration portal ( College Mission The mission of Florida State College at Jacksonville is to provide optimal access to high quality, affordable and relevant degree, career and community education to enhance the lives of our students and the economic development of Northeast Florida. College Distinctive Values and Attributes Florida State College at Jacksonville is a values-driven institution of higher education committed to ensuring that every student has an extraordinarily positive overall experience by providing: Excellence in teaching High quality courses, services and learning environments Innovation and flexibility in the delivery of courses and services Advanced academic technology Significant local scholarship resources Responsiveness to student, employer and community needs Emphasis on community quality of life and prosperity Encouragement and support of lifelong learning 14

15 College-Wide Goals The mission of Florida State College at Jacksonville will be fulfilled, in significant measure, through the continuous, responsive pursuit of academic excellence through the following college-wide goals: Prepare students for distinctive success in their academic, career and personal goals through collaboration within the College community and individual initiative. Inspire students to a lifetime commitment to continued learning, informed civic engagement, ethical leadership, cultural appreciation, social responsibility and multicultural awareness in an interconnected world. Optimize access to College programs and services. Provide to students an extraordinarily positive experience in every engagement with the College. Contribute significantly to the ongoing economic development of the Northeast Florida region. North Campus / Nassau Center Mission The mission of North Campus and the Betty P. Cook Nassau Center is to directly respond to the lifelong learning needs and economic development of people in the College s expanding service area. This academic community is dedicated to student success in degree, career and community education through excellent teaching, a comprehensive learning environment and quality services. North Campus / Nassau Center Vision Changing lives one student at a time! through: Student centered instruction and services Excellence in teaching and learning Advanced Academic technology Responsiveness to student, community and employer needs Operational innovation and accountability Inspiration North Campus/Nassau Center Goals Provide high quality teaching that inspires lifelong learning Provide an aesthetically pleasing and technology-based learning environment Deliver exceptional service Continuously assess current programs and the demand for new programs Develop new and optimize established partnerships 15

16 Provide professional development opportunities for all employees Increase public awareness of and accessibility to the North Campus and the Betty P. Cook Nassau Center Associate Degree Nursing Program The association degree nursing program is a 72- credit hour program delivered at two College locations, North Campus (88% percent of total enrollment) and the Deerwood Center ((12% percent of total enrollment). Two tracks are available to meet the needs of the community. A generic track serves citizens who may or may not have previous health care experience or education. A Bridge Option track is designed for licensed practical nurses and paramedics. The curriculum is delivered on alternate schedules including daytime and evening/weekends. The program admits 408 students annually. Associate of Science Degree in Nursing Mission The mission of the ADN program of Florida State College at Jacksonville is to provide nursing education for culturally diverse students, preparing them to be successful on the NCLEX-RN licensure examination and to practice as entry-level registered nurses in multi-variant settings as members of the healthcare profession. The Associate of Science Degree in Nursing (ADN) program s mission statement was revised and adopted in June, 2010 by the ADN faculty. The ADN mission statement clarifies the target student population and concisely defines a program emphasis that aligns with current health professional environments and reflects the College s emphasis on quality and career relevance. The revised ADN program mission statement is found on the ADN program information page located in the FSCJ College Catalog (pg 52) and the ADN philosophy in the Student Handbook. 16

17 ADN Program Philosophy/Conceptual Framework The current ADN program philosophy is based on faculty beliefs related to the central unifying concepts of human beings, health, nursing and nursing education. The unifying threads within the curriculum are the: 1) National League for Nursing (NLN) competencies for graduates of associate degree programs 2) American Nurses Association (ANA) scope and standards of nursing practice 3) National Patient Safety Goals 4) Florida State College ADN Program Mission 5) Faculty s Vision for Excellence Collectively, the unifying threads within the curriculum support the achievement of five (5) Student Learning Outcomes and five (5) program outcomes that take expression in the associate degree nurse s role of provider of care, manager of care and member of the profession. The ADN faculty believes that: Human beings are unified organisms of biological, psychological, and sociocultural dimensions. They are endowed with the capacity to think, reason, and abstract meaning from perceptions supplied by the senses. The capacity for abstraction and the application of acquired knowledge to new and different situations enable human beings to have an unlimited potential for growth and development. Human beings continuously interact with their internal and external environments through the life cycle. They respond uniquely within the context of family, community and society. Health is a changing state which affects biological, psychological and sociocultural responses to the environment. It is on a continuum ranging from wellness to illness, and influenced by the individual s state of being, developmental stage and fulfillment of basic human needs. Optimal health is enhanced by health promotion, health maintenance and disease prevention. Nursing is an interpersonal process based on applied principles of psychological, biological, physical and social sciences, and economics and is concerned with the health and dignity of human beings. This process is applied in collaboration with the individual, family, and community, utilizing the resources of multi-disciplinary health care professionals. Nursing Education is a dynamic teaching-learning process. It builds on a general education foundation that fosters the development of a core of nursing knowledge and skills. The teachinglearning process is a shared responsibility between the teacher and learner. The role of the teacher is to facilitate a cooperative learning environment for a student population comprised of various age groups with culturally and educationally diverse backgrounds. The teacher serves as a role model, imparts knowledge, fosters critical thinking, and provides the guidance, direction, feedback and reinforcement required for learning. The role of the learner is to establish and achieve learning goals and actively participate in a collaborative, multi-disciplinary setting. Learning is a continuous and active process involving the cognitive, psychomotor and affective domains of the learner. The learning process is enhanced by moving from the known to the unknown, from the simple to complex, and through reinforcement of desired behaviors. Learning can be demonstrated by acquisition of new knowledge and by observation of changes in the behavior of the learner. It takes place through learner participation in selected experiences to identify concepts, apply pirnciples, explore alternative care modalities, and measure health outcomes. 17

18 The faculty's Vision for Excellence for nursing and nursing education provides a model for nursing students and graduates Integration of Interpersonal Communication Processes Scientific principles integrated into nursing practice Respect for the health and dignity of the individual Collaboration with individuals, families, and communities Use of the nursing process The exercise of sound clinical judgment Shared learning as a continuous and active process Adaptation to an ever changing health care system Implementation of the Associate Degree nurse s roles of provider of care, manager of care, and member of the profession. ADN Student Learning Outcomes 1. Use effective communication skills appropriate for nursing 2. Apply clinical judgment in providing care throughout the lifecycle using the nursing process 3. Demonstrate a commitment to ethical/legal practice and continuous learning for personal and professional growth 4. Provide competent and safe client care in health care settings 5. Engage in teaching and learning with clients throughout the lifecycle ADN Program Outcomes 1. NCLEX Pass rates will be within ten percentage (10%) points of the national mean 2. Eighty percent of ADN students will achieve program completion within four semesters, once admitted to the professional phase of the program 3. Eighty percent of graduates responding to the graduate satisfaction survey will report program satisfaction 4. Eighty percent of employers responding to the employer satisfaction survey will report satisfaction with program graduates 5. Fifty percent of ADN graduates will be employed with six months of graduation. Figure 1.1.A depicts the philosophy/conceptual framework and the unifying threads of the associate degree nursing program: 18

19 Figure 1.1.A Congruency The mission and philosophy of the ADN education unit are congruent with the College s mission, distinctive values and attributes statements. These statements are also congruent with the North Campus/Nassau Center mission and vision statements. Congruency is depicted in Table 1.1a. 19

20 Table 1.1a: Congruency of College Mission and Values, Campus Mission and Vision, ADN Mission and Philosophy and Student Learning Outcomes Florida State College at Jacksonville Mission Statement provide optimal access to high quality, affordable and relevant degree, career, and community education North Campus/Nassau Center Mission Statement to directly respond to the lifelong learning needs and economic development of people in the College s expanding service area... ADN Program Mission Statement provide nursing education for culturally diverse students, ADN Program Philosophy/Student Learning Outcomes (SLO) Philosophy-Human Beings-have the unique capacity to abstract meaning, apply acquired knowledge for growth and development, and continuously interact with their environment throughout the life cycle. Philosophy-Health-a changing state along a continuum SLO-Engage in teaching/learning with clients throughout the lifecycle. Enhance the lives of our students and the economic development of Northeast Florida. dedicated to student Success in degree, career and community education preparing them to be successful on the NCLEX- RN licensure examination Philosophy-Nursing Educationapplying dynamic teaching-learning process, building on general education foundation, developing core of nursing knowledge. SLO-Engage in teaching/learning with clients throughout the lifecycle. Florida State College at Jacksonville Statement of Distinctive Values and Attributes North Campus/Nassau Center Vision SLO-Demonstrate a commitment to ethical/legal practice and continuous learning for personal and professional growth. Excellence in teaching High quality courses, services and learning environments Innovation and flexibility in the delivery of courses and services Advanced academic technology Significant local scholarship resources Responsiveness to student, employer and community needs Emphasis on community quality of life and prosperity Encouragement and support of lifelong learning Changing lives one student at a time! through: Student centered instruction and services Excellence in teaching and learning Advanced Academic technology Responsiveness to student community and employer needs Operational innovation and accountability Inspiration practice as entry-level registered nurses in multivariant settings as members of the healthcare profession. Nursing-an interpersonal process based on applied principles concerned with health and dignity SLO-Provide competent and safe client care in health care settings. SLO-Demonstrate a commitment to ethical/legal practice and continuous learning for personal and professional growth. SLO-Apply Clinical Judgment in providing care throughout the lifecycle using the nursing process SLO-Use effective Communication skills appropriate for Nursing 20

21 Criterion 1.2 The governing organization and nursing education unit ensure representation of students, faculty and administrators in ongoing governance activities. Florida State College at Jacksonville has several campus and center locations. The nursing education unit has eighty-eight percent of its students enrolled at the North Campus and twelve percent at the Deerwood Center. Florida State College at Jacksonville is organized into four (4) primary divisions: Florida State College (Degree Education Division), Florida Coast Career Tech, Community Education Division, and Military, Public Safety, and Security Division. The ADN nursing education unit is part of the Florida State College Degree Education Division (Appendix A). A college-wide organizational chart depicts academic division and program relationships and is located on page 4 of the Faculty Handbook (onsite). The North Campus and Nassau Center organizational chart describes program and leadership relationships at the campus level. This organizational chart is located in Appendix B. The ADN education unit organizational chart is depicted as follows: Associate Dean-Associate Degree Nursing ADN Faculty members ADN Enrolled Student Non Nursing and Nursing Support Staff 21

22 Florida State College at Jacksonville policies and procedures are set forth within the Administrative and Procedure Manual (APM) and a set of Rules of the District Board of Trustees (Board Rules). APM and Board Rules are available on the College s website through the District Administration portal ( Included in APM and Board Rules is the Governance Structure, which affords opportunities for regular communication between administration and other employee groups at the district level and campus level through defined processes named Exchange of Views (EOV) and Campus Governance Council. The College President and his Cabinet, along with the leadership of each employee group administrators/professionals, faculty, and career employees meet once a month to discuss and resolve issues in a collegial manner. There is representation from the campus on each EOV group. The campus representation brings issues on behalf of constituents and reports on resolution of issues. At the campus level, each Campus President and Campus Cabinet (comprised of campus Deans and Directors) hold monthly Campus Governance Council meetings that mirror the college-wide EOV process to address constituent group issues. In addition, at the North Campus, management, leadership and student leader meetings are held on a regular schedule to address emerging campus issues, concerns, operations and academic matters. These processes enable timely and substantive dialogue when responding to needs, issues and concerns. Students have representation through a variety of student organizations within the Student Life and Leadership Department. Included are student clubs, the Campus Governance Council and Campus Student Leaders group. Within the ADN education unit, students are encouraged and invited to participate on the campus-wide student committees as well as select program specific committees. A quarterly Open Door Meeting, sponsored by the Campus President, provides another opportunity for students and employees to offer input without need for an appointment. Students level of campus-wide participation varies and includes both face-to-face and electronic interaction on discussion boards and blogs. Within the ADN education unit, students are welcome to approach ADN faculty or the Associate Dean-Associate Degree Nursing directly, and they do. Students throughout the program participate in the Florida Student Nurses Association and five of the Faculty committees. Student participation on these 22

23 Faculty Committees is a recent endeavor yet, the students who attend have been vocal in offering their suggestions and thoughts. Six full-time faculty participate on college committees and all full time faculty participate in nursing committees. Documentation of the faculty meeting minutes will be provided onsite and will demonstrate that students, faculty, and administration participate in the governance of the organization and the nursing education unit. Communication within the nursing education unit is facilitated using and face-to-face discussion. The Blackboard Learn ADN Nursing Community Discussion Board is an on-line modality designed to communicate announcements and facilitate student discussions among several cohorts. Announcements concerning special interest events, learning opportunities, community health information and even employment opportunities are shared using the ADN Community Discussion Board. The nursing education unit flow of communication is depicted below: Associate Dean-Associate Degree Nursing ADN Faculty Non Nursing and Nursing Support Staff ADN Students and Student Representatives Effective August 16, 2003, the District Board of Trustees of Florida State College at Jacksonville and the Florida State College at Jacksonville Faculty Federation, United Faculty of Florida State College at Jacksonville entered into a Collective Bargaining Agreement, thereby rendering the union as the official governance unit of the faculty. All policies relating to faculty appointment, rank, salary, benefits, tenure, rights and responsibilities, termination and workload are covered in the Bargaining Agreement. Issues related to curriculum and instruction are handled through the Faculty Senate, a representative body of faculty elected from each campus. ADN faculty members are represented by elected campus faculty (Faculty Senate Senators) and always have the opportunity to convey their concerns to their faculty senator(s) and to seek election to the Faculty Senate, if desired. 23

24 The Associate Dean-Associate Degree Nursing participates in appropriate campus and college wide meetings with other instructional leaders. These forums facilitate interdisciplinary relationships, discussion and promote sharing policies and procedures. Meetings include the following (minutes are available onsite for review): North Campus/Nassau Center Leadership Team which meets monthly at the North Campus or the Nassau Center. Members are all supervisors including Program Managers, Associate Deans, Directors and Campus Deans leading programs located at the North Campus/Nassau Center. The current chair is the North Campus/Nassau Center President, Dr. Barbara Darby. North Campus/Nassau Center Management Team meets monthly at the North Campus/Nassau Center. Members are all campus instructional leaders including Program Managers, Directors, Coordinators and Associate Deans managing programs located at the North campus or Nassau Center. The current chair is the North Campus/Nassau Center President, Dr. Barbara Darby. North Campus Health - Related Programs Team meets at the direction of the Dean of Career Education, Dr. Neal Henning. Members are all program managers for health-related programs on the North Campus. ADN Program Faculty meet monthly. The Associate Dean-Associate Degree Nursing chairs this meeting and members include all ADN faculty. Table Florida State College at Jacksonville Nursing Education Unit s Participation in Governance College-Wide Committees Nursing Faculty Student Members Year(s) Served Administrative & Professional Collaboration (APC) 12-present Patricia Seabrooks, ARNP, BC. DNSc Dirlie McDonald, JD, MSN Jacquelyn Barrett, MSN, MSEd Anatomy & Physiology Exit Exam Jacquelyn Barrett, MSN, MSEd Center for Advancement of Teaching and Learning (CATL) Michelle Sink, MS Cecilia Langford, Ed.D, MS (alternate) Credentialing Jacquelyn Barrett, MSN, MSEd Dirlie McDonald. JD, MS Faculty Senate Cecilia Langford PhD, MS Susan Ansbacher, MSN (aternate) General Assessment Cecilia Langford (Global Social Responsibility Sub-committee) Sabbatical Linda Hunter, Ed.D, MS Sick Leave Pool Linda Hunter Ed.D, MS Weave: Institutional Effectiveness Faculty Facilitator Sandra Taylor, MS Carolyn Keister, MS Campus Committees Nursing Faculty Continuing Contract Linda Hunter, Ed.D, MS Future Health Care Club Faculty Sponsors HRSA Grant Advisory Committee Hybridization Management Team Pamela Avent Carol Neil Susan Ansbacher, MS Jacquelyn Barrett, MSN, MSEd Stacey Burns, MS Carolyn Keister, MS Cecilia Langford, Ed.D, MS Dirlie McDonald, JD, MS Jacquelyn Barrett MSN, MSEd Deanna Durant. MS Denise Figueroa MS Patricia Seabrooks, ARNP, BC, DNSc Dirlie McDonald, JD, MS Jacquelyn Barrett MSN, MSEd present

25 ADN Faculty Meetings All Full Time Faculty Sarah Woodcock Palmer Ritchie Erin Forans Curriculum Denise Figueroa, MS Judith Hepburn, MS Carolyn Keister, MS Cecilia Langford, Ed.D, MS Sandra Taylor, MS Hidileigh McChesney Sarah Wight Emily Gearhart Jelena Pejicic Program Evaluation Pamela Avent, MS Jacquelyn Barrett MSN, MSEd Judith Hepburn, MS Cecilia Langford, Ed.D., MS Angela Starr Marie Spotswood Lacie Freer Student Affairs Valerie Steward, MS Rachel Warren Salena Smashum Nursing Student Mentorship Jacquelyn Barrett MSN, MSEd Joan Boyd, MS Maureen Macke, MS Pinning Denise Figueroa, MS Linda Hunter, MS Cecilia Langford, MS, Ed.D Michelle Sink, MS Professional Development Jacquelyn Barrett MSN, MSEd Denise Figueroa, MS Judith Hepburn, MS Cecilia Langford, Ed.D., MS Valarie Steward, MS Simulation Pamela Avent, MS Misti Martin Jacquelyn Barrett MSN, MSEd Jeanine Boado Joan Boyd. MS Carolyn Keister, MS Cecilia Langford, Ed.D, MS Sunshine Deanna Durant, MS Susan Ansbacher, MS SNA Student Nurses Association f/k/a Florida Student Nurses Association Sandra Taylor, MS Maureen Macke, MS Valerie Steward, MS ; Student Affairs Susan Ansbacher, MS Carolyn Keister, MS Carol Neil, MS Maureen Macke, MS Ad Hoc-Admissions Linda Hunter, Ed.D., MS Ad Hoc Clinical Evaluation Revision Linda Hunter Ed.D., MS Ad Hoc Math Safety Testing Jacquelyn Barrett MSN, MS Ed Judith Hepburn, MS Sandra Taylor, MS Emily Kuschnereit, MEd Nursing Tutor Criterion 1.3 Communities of interest have input into program processes and decision making. There is a Nursing Advisory Committee for the ADN Nursing, Nursing Related and the BSN Programs. This committee meets a minimum of two times per year and includes key nursing personnel from each health facility utilized by the College s nursing programs for student clinical experiences. Minutes are available onsite for review. The College s curriculum approval process and program review 25

26 process require documentation of the participation in and concurrence of program Advisory Committees with major curricular changes as well as the development of new programs, hence ensuring their input. Criterion 1.4 Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community. Nursing programs at Florida State College at Jacksonville are fortunate to have received significant funding from the Blue Cross Blue Shield of Florida Foundation, Inc., a philanthropic affiliate of Blue Cross and Blue Shield of Florida. Benefits from our ongoing partnership with this foundation include student scholarships and an advanced nursing laboratory equipped with high-fidelity patient care simulators. ADN students are eligible for and receive funding from the Blue Cross Blue Shield scholarship money. The Blue Cross Blue Shield Foundation continues to actively support nursing education in our State and is currently working with local community nursing leaders and other foundations to explore funding to support other nursing initiatives. Affiliation agreements for students clinical experiences also reflect significant partnerships and are currently in effect among all the local hospitals plus many community-based health facilities. Affiliation agreements are addressed in further detail in Standard 4. Community Representation The ADN education unit is represented on several community-based professional organizations. The First Coast Nursing Leaders (FCNL) is an active nursing organization within the local community which promotes collaboration among schools of nursing education and health providers who typically employ nurses. FCNL meets monthly and provides a friendly and neutral forum for exchanging ideas and enhancing professional nursing within our community. Its membership consists of the Chief Nursing Officers of health care agencies and the Chief Nursing Education program leaders locally. The Jacksonville Association of Nurses in Education (JANIE) is an active nursing organization within the local community, comprised of local nursing educators. ADN faculty members make an effort to attend monthly meetings. JANIE members stay apprised of local events using and monthly meetings. The State of Florida Deans and Directors group meets quarterly to address any statewide issues impacting Associate and Baccalaureate degree level nursing education. A majority of members represent 26

27 schools with pre-licensure nursing programs, but several RN to BSN Deans and Directors are also members of this group. This group offers friendship and support and shares best practices in nursing education. The North Campus/Nassau Center has a Communities of Interest Advisory Board that meets 1-2 times per year and consists of representatives from businesses and agencies related to the educational programs at the campus. The health care industry is represented at these meetings (minutes on site). Representatives provide input and discuss partnership at these meetings. The Program Coordinator for clinical experiences visits the clinical agencies and participates in Clinical Liaison meetings. These meetings provide formal and informal opportunities for sharing and input with clinical agencies (meeting notes and messages on site). Criterion 1.5 The nursing education unit is administered by a nurse who holds a graduate degree with a major in nursing. The Associate Dean for the Associate Degree Nursing Program is Dr. Patricia A. Seabrooks. She begins her duties on December 19, Dr. Seabrooks holds a Doctor of Nursing Science in International and Cross-Cultural Nursing Gerontology from the University of San Francisco, a Master of Science in Nursing in Advanced Physiology Medical Surgical Nursing from the University of Miami, a Bachelor of Science in Nursing from the University of Miami, an Associate of Science in Nursing from Miami-Dade Community College and a Vocational Certificate in Practical Nursing from Lindsey Hopkins Vocational School. Dr. Seabrooks resume is included in Appendix C. The Associate Dean-Associate Degree Nursing has been active in professional nursing since 1967, with varied educational and administrative experiences in pre-licensure nursing BSN programs and graduate level nursing programs. In addition, she has served in the US Military. Most recently, Dr. Seabrooks was the Director of Nursing Education for the Florida Department of Health, Board of Nursing. Criterion 1.6 The nurse administrator has authority and responsibility for the development and administration of the program and has adequate time and resources to fulfill the role responsibilities. The Associate Dean-Associate Degree Nursing Program is a full-time administrator of the College with responsibility and authority to administer all aspects of the program including, but not limited to, 27

28 developing and maintaining an environment conducive to teaching and learning; providing leadership for the development and implementation of the curriculum; recruiting, hiring and evaluating faculty, developing and evaluating the budget, and recruiting and advising students. Areas of responsibility include: scheduling courses and ensuring that valid clinical agreements are in place; serving on the North Campus Management Team and the North Campus Leadership Team; collaborating with ADN faculty to review and update the Student Handbook and reviewing curricular and course materials as needed; soliciting input from faculty and students on major issues such as textbooks, best clinical resources for courses, and graduation plans. The Associate Dean-Associate Degree Nursing position is a 12 month position. This position has no teaching responsibilities. Appendix D contains a job description for the Associate Dean-Associate Degree Nursing. Criterion 1.7 With faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates for equity within the unit and among other units of the governing organization. The campus budget development process is coordinated by the Director of Administrative Services on the North Campus. Through the annual planning process, the nurse administrator generates a plan inclusive of budget and capital resources needs that also reflects faculty input (Appendix E) and (Faculty Minutes on site). The Associate Dean-Associate Degree Nursing is responsible for staying within the budget or, if needed, requesting additional funds during the mid-year budget allocation process. The amount allocated for programs depends on size and need. Additional funding has been provided through the Carl Perkins Grant and Health Program Plan grants. The ADN budget is adequate to meet the needs of the program and is equitable when compared to other programs and adjusted for size. Further detail regarding the ADN program budget is addressed in Standard 5. Criterion 1.8 Policies of the nursing education unit are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; differences are justified by the goals and outcomes of the nursing education unit. The College s Board Rules, APMs and the Collective Bargaining Agreement comprehend the governance structure for the parent organization as a whole and hence for the nursing education unit. Policies that govern administrators, faculty and staff of the nursing program are the same as those that 28

29 are in effect for the rest of the College. The policies can be found on the College s website. All policies related to faculty (e.g. appointment, academic rank, grievance procedures, salary, benefits, tenure, rights and responsibilities, termination and workload) are set forth in the United Faculty of Florida Collective Bargaining Agreement (onsite). These policies apply equally to all full-time faculty members. Faculty related policies and expectations can also be found in the College Faculty Handbook and the College Catalog ( The ADN education unit has policies for staff that are consistent with those of the College. Examples include policies on hiring, advancement and evaluation. The only additional requirements to which nursing faculty are held accountable are those set forth in our affiliation agreements with the clinical agencies used for students clinical practicum experiences. The policies of the ADN education unit have been compiled into various documents to promote accessibility. Among these sources are the College Catalog (available on line) and the ADN Program Student Handbook distributed to each incoming student cohort and to all students when revised. Within this handbook, selected policies are reviewed with all students by the Associate Dean-Associate Degree Nursing and faculty. This review provides students with a forum to learn about policies deemed most important such as policies on grading, academic dishonesty and conduct and to have their questions answered by a reliable program official. Currently, the program has twenty-one of its twenty three full time budgeted faculty lines filled.. According to the collective bargaining agreement between the District Board of Trustees of Florida State College at Jacksonville and the United Faculty of Florida Unions at Florida State College at Jacksonville, full-time ADN faculty members have a standard workload of forty (40) hours per week. Thirty (30) hours shall be scheduled and the remaining hours are used for college-related professional development activities. Base teaching load is thirty (30) workload units within 180 days (two semesters). This workload standard is the same for all full-time faculty members within the College. When semester workload within the program is greater than 30 workload units, adjunct faculty are available to assist with instruction. Full-time faculty are given the opportunity to teach overload but can accept no more than a maximum of 9 additional workload units per semester. ADN full-time faculty members have the opportunity to participate in college-wide and campus committees and activities. Examples include participation in institutional Effectiveness Committees, 29

30 General Education Review, Employment Screening Committees, Wellness Fairs, United Communities Campaign and the annual Teaching and Learning Conference. Participation offers interdisciplinary communication and nursing faculty representation along with personal and professional growth. ADN faculty members have numerous opportunities to participate in the governance of the organization through several different forums. All faculty members are represented by elected members of the Faculty Senate who then represent faculty interests by attending the North Campus Management and Leadership Teams and the North Campus Governance Council. ADN faculty members are encouraged to become active in Faculty Senate. There are additional opportunities to serve on campus judicial committees, faculty applicant interviews, service committees as student club sponsors and other committees that improve instruction, enhance the quality of student life, and foster employee satisfaction on campus. Criterion 1.9 Records reflect that program complaints and grievances receive due process and include evidence of resolution. The college has a due process procedure outlined within the College Catalog (see Board Rule 6Hx within the College Catalog at Every student is entitled to substantive and procedural due process. The nursing unit defines a student appeal as a formal request by an enrolled or former student for reconsideration of a College rule or regulation, including the assignment of a final grade. The appeal must be submitted prior to the withdrawal deadline of the following term. The North Campus appeals process is administered by Ms. BJ Hausman, Dean of Student Success. There are several types of appeals that a student may request. The general or non-academic appeal includes admission, graduation, residency and selective admissions. A student may also appeal a grade, the course withdrawal process, or initiate a financial appeal. Type and number of appeals are included in Table These procedures can be found in the College catalog on line at following web address: Table Student Appeals Type and Number of Student Appeals by the Nursing program Year Grade Appeals Financial Appeals

31 All grade appeals are housed in the Dean of Student Success office. In addition, they are also imaged as part of the student s permanent record. Other grievances may be harder to track as probably not all end in a formal appeal. Onsite documents will demonstrate that the nursing department follows the policy for student grievance of the governing organization. In addition, informal complaints and concerns are addressed via a chain of command process that begins with faculty. If not resolved at the faculty level, the Associate Dean reviews and resolves. The Dean of Career Education and ultimately the Campus President may become involved if the concern is not addressed to the satisfaction of the complainant at earlier points of intervention. Criterion 1.10 Distance education, as defined by the nursing education unit, is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit. In the area of instructional delivery, Florida State College at Jacksonville provides multiple delivery options to students that include both traditional classroom-based learning and non-traditional distance education opportunities. Distance education is named distance learning by the College, and is defined as an on-line modality where learning takes place at the student s home or from a conveniently located off-campus site (see Distance learning courses are designated as such in the course catalog (see and utilize the internet, software, TV, PDAs and other mobile devices as an alternative to campus-based instruction. The College provides definitions for the varied instructional delivery options. Traditional classroom-based instructional delivery has 100% face-to-face student contacts. Technology-enhanced instructional delivery has 0-49% contact that is not face-to-face. Blended or hybrid instructional delivery has 50-79% contact that is not face-to-face. Distance learning has % contact that is not face-toface. Distance learning is the only instructional delivery option that does not require classroom attendance. Using Florida State College at Jacksonville definitions, the ADN education unit does not offer distance learning courses because students are required to attend classes (College document available onsite for review). The ADN education unit encourages faculty to offer technology-enhanced instructional 31

32 delivery. The enhanced technology instructional delivery format promotes student and faculty interaction in the classroom while respecting varied student learning preferences that often include on-line asynchronous communication. The technology-enhanced course is facilitated through Blackboard Learn and includes web-assisted learning strategies such as discussion boards, short video and audio clips, and links to course related materials. The classroom portion of a technology-enhanced course facilitates clarification of content and assignments, encourages interactions between students and faculty, and promotes short collaborative learning exercises that reinforce assigned reading. Technologyenhanced instructional delivery is congruent with the College mission and ADN mission/philosophy. 32

33 Standard 2 - Faculty and Staff Qualified faculty and staff provide leadership and support necessary to attain the goals and outcomes of the nursing education unit. Criterion 2.1. Full-time faculty are credentialed with a minimum of a master s degree with a major in nursing and maintain expertise in their areas of responsibility. There are twenty-four budgeted full-time faculty lines in the nursing education unit. Twenty-two of the budgeted full-time faculty lines are currently filled. All twenty-two full-time nursing faculty employed by the associate degree nursing program are credentialed at a minimum of a master degree in nursing. Additionally, two faculty members are doctorally prepared. Both doctorally prepared faculty members hold a Doctorate of Education. The credentials for each full-time faculty member are listed in Table located in Appendix F. Criterion The majority of part-time faculty are credentialed with a minimum of a master s degree with a major in nursing; the remaining part-time faculty hold a minimum of a baccalaureate degree with a major in nursing. Currently there are twenty-eight part-time nursing faculty employed by the nursing education unit. All part-time faculty members hold a minimum of a baccalaureate degree in nursing. Approximately sixtyeight percent (nineteen) hold a master s degree in nursing. Part-time nursing faculty are utilized primarily to facilitate student learning in the clinical setting. Part-time faculty vacancies are currently advertised as minimally requiring the Master degree in nursing. The credentials for the spring semester 2012 part-time faculty members are located in Table located in Appendix G. Criterion Rationale is provided for utilization of faculty who do not meet the minimum credential. While the nursing education unit strives to hire only masters-prepared faculty, some part- time faculty hold BSN degrees as the terminal degree. Currently sixty eight percent of part-time faculty hold the master in nursing degree. Part-time faculty without the master in nursing degree are hired only when master degree prepared faculty are unavailable to ensure uninterrupted progression in the curriculum for enrolled students. There are nineteen associate and three baccalaureate degree nursing programs operating in the Jacksonville area and there is competition for the relatively small number of qualified and experienced faculty. 33

34 Each of the BSN prepared nurses hired for the clinical component was recommended by at least one full time faculty member because of their excellent clinical skills, high level of commitment to the education of student nurses, and ability to assist students in achieving clinical objectives for the course. Further, potential part-time faculty are interviewed and approved by the Associate Dean-Associate Degree Nursing before being hired. All possess the requisite nursing expertise in the assigned areas of instruction sufficient to meet the objectives and purposes of the nursing education unit, as evidenced in Table Criterion 2.2. Faculty (full- and part-time) credentials meet governing organization and state requirements. The ADN faculty bring different educational, cultural and experiential backgrounds and influences to the nursing education unit. Current full and part-time faculty credentials meet the governing organization and State requirements. Appointment of full-time faculty must be approved by the Florida State College at Jacksonville District Board of Trustees (see Authority to Hire Board rule 6Hx7-3.1 outlined in Administrative Procedures, (available on site). All faculty contracts are offered by the Human Resources Department. Initial appointments are offered on a one-year contract basis, with the provision that full-time faculty are eligible to apply for continuing contract (tenure) after three (3) consecutive years of satisfactory performance. Part-time faculty members (adjunct faculty) are offered one-semester contracts based on the needs of the ADN education unit. Academic rank is determined by years of continuous full-time service and through the rank advancement process described in the Collective Bargaining Agreement (pp 30-35). Faculty who are assigned to the Degree Education Division of Florida State College at Jacksonville shall be eligible for rank assignment and for advancement through the Rank System. The ranks are Assistant Professor, Associate Professor, Professor, and Trustees Professor. Currently sixteen of the full-time faculty hold the rank of Professor, one holds the rank of Associate Professor and five hold the rank of Assistant Professor. The governing organization s requirements for full-time faculty positions are a master degree in nursing from a regionally accredited institution, current nursing license, and meet one of the following requirements: a) Two (2) years of full-time experience in clinical practice as a RN or b) Two (2) years of full-time academic experience as a teacher of nursing. 34

35 Nursing faculty have requirements for appointment which are specific to the discipline of nursing and include holding a current, active license to practice professional nursing issued by the State of Florida Department of Health Division of Medical Quality Assurance, maintaining current CPR certification, two years of nursing practice experience. All ADN faculty members meet these requirements. ADN faculty members also meet the twenty-four hour continuing education biannual requirements for license renewal set by the Florida Board of Nursing. A copy of each faculty member s professional RN license is kept on file in the office of the Associate Dean-Associate Degree Nursing and is available for review on site. Current licensure status can also be viewed at the Florida license look-up page ( by filling out the form asking for licensee name and profession (Registered Nurse). Official transcripts and curriculum vitae for faculty are maintained in the College s Human Resource Department at the Administrative offices of the College and are available for review. Criterion 2.3. Credentials of practice laboratory personnel are commensurate with their level of responsibilities. The nursing laboratory coordinator is an Advanced Registered Nurse Practitioner with a master of nursing degree. Her duties and responsibilities include assisting faculty with the education and evaluation of students during laboratory instruction, facilitating student learning in the nursing skills laboratory as well as the advanced nursing simulation laboratory, maintaining and requisitioning supplies and equipment for the laboratory. The nursing laboratory coordinator s job description is available on site. Criterion 2.4. The number and utilization of faculty (full- and part-time) ensure that program outcomes are achieved. The nursing education unit has twenty-four budgeted full-time faculty lines. Two vacancies resulting from recent retirements are currently being advertised. The spring 2012 semester will have twenty-eight part time faculty. To ensure adequate teaching, supervision, and evaluation of students, the faculty/student ratios in the classroom are kept to a range of one faculty member for every twenty-four to thirty-six students. The clinical assignments ratio meets the Florida Board of Nursing s requirement of one faculty member for every twelve students. The faculty develop course schedules for the class and 35

36 clinical sections. Typically, two or three sections of twelve students each are organized into blocks for classroom instruction. Clinical sections vary by meeting days, times, and the clinical facilities used. For clinical experiences, faculty are assigned to a section of a maximum of twelve students.. The academic qualifications and teaching assignments of faculty as documented in Tables and 2.4.1, Full-time Faculty Record of Professional Development and Sample Full-time Faculty Teaching Assignments (located in the Standard 2 Folder onsite) demonstrate the faculty s ability to assist students in their progression toward meeting learning and program outcomes. Faculty contracts are for 180 days over two of the three 16 week semesters (per the College s Collective Bargaining Agreement). Faculty voluntarily have the option of working a third semester in a full-time capacity, for additional compensation, based on the needs of the program and enrollment. Teaching loads are equitable college wide and are based on a point system and the number of contract days. Teaching assignments, based on the point system determined for each course, should total 30 workload units per year for faculty. Faculty assignments are planned so that each will earn a minimum of thirty workload units across 180 days per contract year. Nursing faculty workload is the same as those of other departments within the institution. Workload units above thirty are considered overload and faculty are compensated for the overload units or can bank up to eight for the next academic year. This system ensures that full-time faculty will be available to students in every academic term. The Associate Dean of Nursing has the responsibility for working in collaboration with faculty to ensure equitable faculty coverage across the three academic terms. In the spring 2012 semester there are two full-time vacancies in the nursing education unit resulting from recent faculty retirements. While exerting ongoing efforts to fill vacant faculty positions as quickly as possible with qualified individuals, the program has maintained educationally sound and clinically acceptable faculty-to-student ratios. The number and utilization of the faculty have remained adequate to ensure that program outcomes, purpose, objectives and progression of students from term to term are achieved. 36

37 Criterion 2.5. Faculty (full- and part-time) performance reflects scholarship and evidence-based teaching and clinical practices. The associate degree nursing program at FSCJ is committed to providing excellence in nursing education. Faculty performance reflects scholarship and evidence-based teaching and clinical practice. The nursing faculty define scholarship as activities that facilitate the enhancement of expertise and achievement of program goals. This includes but is not limited to application of knowledge, teaching, service, practice, and research. (NLNAC, 2008) Teaching experience among the faculty varies from one to twenty nine years, and clinical experience is extensive. Florida State College at Jacksonville nursing faculty are highly regarded in the community due in great measure to their high level of clinical competency. Faculty are accountable for and maintain expertise in teaching, service, scholarship and clinical practice. (See FT Faculty Record of Professional Development located in the Standard 2 Folder on site). The primary emphasis of the College is instructional. Consequently, Florida State College at Jacksonville faculty members are not involved in formal research projects but do generate new and unique knowledge when they challenge assumptions and guide students in the search for evidencebased best practices. These activities contribute to the profession and enhance knowledge and utilization of teaching practices and current trends. The Learning Outcomes Enhancement Plan (LOEP) (available on site) is an opportunity for faculty to investigate, assess, and reflect on ways to improve student learning and teaching practice. Full-time teaching faculty are required to submit one LOEP addressing a significant learning outcome in one course during a single annual performance evaluation period. The initial plan is submitted at the time of the first annual evaluation period. Documented findings addressing achievement of the learning outcome are submitted at a later time, either within the term or across terms. Both qualitative and quantitative findings are included. See My LOEP ADN faculty members are active in upgrading and maintaining expertise and currency in their specific areas of professional focus. Within this aspect, evidence-based practice is incorporated in the clinical work that faculty maintain on a part time basis. Varied scholarly endeavors include continuing education, participation and leadership roles in professional organizations, presentations at local and state conferences and participation in professional activities within the College and externally. Faculty 37

38 curriculum vitae and other documents will be available on site to give a comprehensive listing of faculty members professional development topics, continuing education activities and scholarship. Criterion 2.6. The number, utilization, and credentials of non-nurse faculty and staff are sufficient to achieve the program goals and outcomes. The nursing education unit has office staff and nursing staff who are sufficient in number and in skills to meet the needs of the unit. The office staff includes a full-time administrative assistant, a full-time nursing advisor, a part-time receptionist and a part-time records clerk. In addition, there is a nursing lab coordinator, an instructional program coordinator and a nursing tutor. These individuals work directly under the supervision of the Associate Dean, ADN. The office staff is accessible in person, by phone and online for students at both North Campus and Deerwood Center. The office and nursing staff job descriptions on the Human Resources web site _www.fscj.org/campus/mccs/humanresources/ and on site. The nursing education unit has nursing staff that include a nursing tutor, a nursing lab coordinator and an instructional program coordinator who help in achieving the goals and outcomes of the nursing education unit. Although these individuals are not classified as nursing faculty, they are active members of the nursing education unit and the program, attend all faculty meetings and standing committee meetings, as needed. The nursing tutor serves as a mentor/tutor to students. The nursing tutor has a master of education degree and a baccalaureate degree in nursing. She is currently enrolled in a master in nursing graduate program through St. Benedictine University as a College requirement and has completed 12 credits. She tutors nursing students in varied nursing content areas including test taking skills, time management, dosage and IV calculations since The nursing lab coordinator has a master of nursing degree and is an advanced nurse practitioner. Her responsibilities include assisting faculty with the education and evaluation of students during laboratory instruction, facilitating student learning in the nursing skills laboratory and in an advanced nursing simulation laboratory, maintaining and requisitioning supplies and equipment for the laboratory. The nursing laboratory coordinator s job description is available on site. The nursing lab 38

39 coordinator is also responsible for audio- and video-simulation recording equipment and for assisting faculty as needed to record simulation exercises for later evaluation. The full-time instructional program coordinator has a master in nursing degree and serves as the liaison between the nursing education unit and clinical facilities. She is responsible for participating in recruiting and recommending part-time faculty. In addition, the Instructional Program Coordinator facilitates the mentoring process for part-time faculty. Criterion 2.7. Faculty (full- and part-time) are oriented and mentored in their areas of responsibilities. Florida State College at Jacksonville has a formal process for orientation of new full-time faculty, regardless of discipline. A college-wide New Faculty Institute is held for all new full-time faculty under the auspices of the College s Human Resources Department. A copy of the Fall 2011 New Faculty Institute Agenda will be available for review on site. The North Campus President also conducts an orientation session for new faculty assigned to the campus. The document utilized for this orientation will be available on site for review. New faculty members at the North Campus are assigned a mentor as part of the campus orientation plan. The mentor is a seasoned faculty member who has the necessary experience to serve as a mentor (Table 2.7.1). During the mentoring process, the new faculty member is guided by the mentor in the areas of classroom management, assessment, test construction, grade input and many other areas. This relationship lasts for one academic year. A list of the fall 2010 and 2011 mentor assignments will be available on site. Part-time faculty are oriented and mentored by the Associate Dean-Associate Degree Nursing, Instructional Program Coordinator and full-time ADN faculty. New ADN faculty members are oriented to their job responsibilities by both the Associate Dean of Nursing and full-time ADN faculty. This orientation process involves a focused meeting plus repeated encounters to support learning as needed. New faculty members are encouraged to take a series of courses to become proficient in the Blackboard Learn technology. Blackboard Learn platform is one of the main methods for technology-enhanced instructional delivery and correspondence with students. To ensure proficiency with the Blackboard Learn technology, ongoing support is provided for all faculty. Formal Blackboard Learn courses are offered twice a year and current faculty members agree to assist each other as needed. In addition to the processes outlined above, the Center for the 39

40 Advancement of Teaching and Learning, a faculty-driven entity within the College, sponsors the annual International Teaching and Learning Conference and a variety of opportunities for faculty to sharpen and expand instruction related practice. The Academy for Professional Development (AFPD) is the College s professional development enterprise and provides courses on a variety of instructional topics that all faculty can access or be directed to for focused learning opportunities. Table Nursing Full-time Faculty and Mentors New nursing faculty Rebecca Bowman Tanya Bush Deborah Ferrari Vernita Johnson Jaclyn Mauldin Lori Overstreet Mentor Susan Anasbacher Michelle Sink Jackie Barrett Carol Neil Deanna Durant Carolyn Keister Criterion 2.8. Systematic assessment of faculty (full- and part-time) performance demonstrates competencies that are consistent with program goals and outcomes. ADN faculty members are evaluated by students through an instrument called Student Instructional Assessment Report. This assessment opportunity is delivered electronically to students at the completion of every course. Students are strongly encouraged to complete these reports. A summary and copies of actual reports are available for review onsite. These reports are reviewed by the Associate Dean-Associate Degree Nursing, the Dean of Career Education, and are considered during faculty members annual performance evaluation each May. The Associate Dean-Associate Degree Nursing is responsible for conducting the annual evaluations of all full-time and part-time nursing faculty. ADN full-time faculty members on annual contracts are currently evaluated on an annual basis. Faculty who are on continuing contract are evaluated every other year, unless performance requires more frequent reviews. Structure, content, procedure, and timing of full-time evaluation are dictated within the current Collective Bargaining Agreement between the District Board of Trustees of Florida State College at Jacksonville and the United Faculty of Florida at Florida State College at Jacksonville. 40

41 Samples of the faculty evaluation instruments will be available on site. Original faculty performance evaluations are maintained in the Human Resources Department. Classroom and clinical observations are part of the formal evaluation process. Additional classroom observations may be mutually agreed upon and scheduled between ADN faculty and the Associate Dean-ADN. Assessments are made regarding faculty members attitudes toward students and teaching, using observations by the Associate Dean-Associate Degree Nursing, review of the Learning Outcomes Enhancement Plans (LOEPs) and feedback from students. All faculty members are encouraged to maintain currency in their disciplines through continuing education and recertification. Faculty members have an opportunity to participate in professional development workshops to improve instructional delivery, classroom management, pedagogy and other issues important to demonstrating exceptional instructional skills. Full time faculty work schedules include ten (10) hours of unscheduled time for professional development activities each week. Faculty members with continuing contract status are evaluated every two (2) years. All faculty members with satisfactory performance have the opportunity to apply for continuing contract status at the third year of full-time employment. Currently there is one full-time ADN faculty member with continuing contract status. ADN part-time faculty members are evaluated by the Associate Dean-Associate Degree Nursing during their first ADN course assignment at the College and annually thereafter. The Human Resources Department at Florida State College at Jacksonville has developed evaluation forms that are used in the process. The annual part-time faculty evaluation includes classroom and clinical observations but, parttime faculty members are not required to prepare Learning Outcomes Enhancement Plans (LOEPs). Criterion 2.9. Non-nurse faculty and staff performance is regularly reviewed in accordance with the policies of the governing organization. Nursing office staff and nursing staff are evaluated yearly, by the Associate Dean-Associate Degree Nursing in accordance with the policies specified in the Administrative Procedure Manual ( State College at Jacksonville.edu/district/policies-procedures/index.php). Evaluations are designed to encourage and recognize excellence and provide a regular opportunity for a discussion of performance, in a consistent manner for all staff supporting the nursing 41

42 education unit. Staff are evaluated using multiple data sources, including the employees job description. The evaluation reflects each employee s performance and achievement of set goals with opportunities to identify training and developmental needs. The process facilitates discussion of potential for advancement and areas to improve (see Florida State College at Jacksonville Policies and Procedures Manual, State College at Jacksonville.edu/district/policies-procedures/index.php). Staff performance evaluation documents are maintained in the Human Resources Department. For nursing education units engaged in distance education, the additional criterion is applicable: Criterion Faculty (full- and part-time) engage in ongoing development and receive support in distance education modalities including instructional methods and evaluation. Using the Florida State College at Jacksonville s definition of distance learning, no distance learning courses are found in the ADN program. However, ADN courses do utilize technology-enhanced instructional delivery, with a portion of coursework accomplished outside the classroom using the Blackboard Learn technology. Classes for Blackboard Learn competency are offered twice every year through the Academy for Professional Development (AFPD) the College s professional development entity accessible via a password-protected website. All faculty members have an opportunity to participate in the AFPD and are encouraged to do so. In addition to offering workshops covering instructional topics and Blackboard Learn competence, AFPD, in collaboration with the Center for the Advancement of Teaching and Learning, hosts an Annual International Conference on Teaching and Learning. Conference attendance is financed by the College for any employee who wishes to attend. The 22 nd International Conference on College Teaching and Learning will be held April 4-8, A summary description of AFPD will be provided on site. A sample of faculty development opportunities through the Academy of Professional Development (AFPD) is available for onsite review. The campus Faculty Resource Center houses a media specialist who provides support for all campus faculty members in the use of instructional technology and software. 42

43 Standard 3 Students Student policies, development, and services support the goals and outcomes of the nursing education unit. Criterion 3.1. Student policies of the nursing education unit are congruent with those of the governing organization, publicly accessible, non-discriminatory, and consistently applied; differences are justified by the goals and outcomes of the nursing education unit. Florida State College at Jacksonville is an equal access/equal opportunity, affirmative action College that is dedicated to meaningful learning and excellent teaching. The mission of Florida State College at Jacksonville is to provide optimal access to high quality, affordable and relevant degree, career and community education to enhance the lives of our students and the economic development of Northeast Florida. The College is guided by the principle that no person who chooses to learn or work at Florida State College at Jacksonville shall be treated differently because of age, race, color, religious beliefs, national origin, sex, marital status, or disability ( College Catalog , pg 336). This principle is uniformly applied across all programs, including the associate degree nursing program. College Credit Program admission requirements are noted below: A. General Admission 1. Must have earned a standard or college-ready high school diploma or the equivalency of a high school diploma. An official high school transcript with graduation date is required for admission. Note: Should the quality of the educational program of the institution attended appear unsatisfactory, the College has the authority not to accept all, or any part, of the previously earned credit or diploma. 2. Must be a US citizen or in a lawful immigration status. B. Selective Admission 1. Some college credit programs have additional admissions requirements as established by the College administration. Admission to the College does not guarantee admission to these programs. 2. Selective access programs have separate application processes, deadlines and selection criteria. Since the Associate Degree Nursing program is a selective access program, some admission policies vary from those of the governing institution. In addition, clinical agencies have additional requirements. There are minimum requirements for consideration for acceptance into the Associate Degree Nursing Generic and Bridge Option tracks. These requirements are noted below. Table

44 presents differences between these requirements and those of the governing organization. Admission requirements may be accessed by students in the college catalog at: Associate Degree Nursing-Generic Track Bridge Option Track In addition to satisfying the college s general admission requirements the minimum requirements for consideration for acceptance to the ADN program are: ADN Generic Track-Admission Requirements: 1. Have completed the nursing application by the application deadline for the term for which they are applying for continuance. 2. Submit official transcripts. 3. Have completed a minimum of 11 credit hours of prerequisites (which include BSC 2085C, BSC 2086C, MAC 1105) prior to the application deadline. A grade of C or better must be achieved in science courses. A GPA of 2.0 must be maintained. 4. Have submitted current Psychological Services Bureau Revised Nursing Aptitude Exam (PSB NAT) scores by the application deadline. 5. Provide evidence of current CPR certification adult, child and infant (achieved through an American Heart Association approved Basic Life Support (BLS) Course for Health Care Providers, that includes hands on simulated experiences). ADN Bridge Option Track-Admission Requirements 1. Have completed a nursing application by the application deadline. 2. Have completed all required general education courses except sociology or humanities prior to the application deadline. 3. Have submitted current Health Education Systems, Inc. Admission Assessment (HESI A2/Elsevier A2 Preadmission Test) scores by the application deadline. 4. Provide evidence of current CPR certification adult, child and infant (achieved through an American Heart Association approved Basic Life Support (BLS) Course for Health Care Providers, that includes hands on simulated experiences). 5. Provide evidence of licensure in the state of Florida as a Licensed Practical Nurse or Paramedic who has worked the equivalent of at least six months in the last two years. 44

45 Table Policies Comparison Table Student Policies for FSCJ Admission Additional Policies for FSCJ ADN Students Justification No CPR Requirement Evidence of current CPR certification adult, child and infant (achieved through an American Heart Association approved Basic Life Support (BLS) Course for Health Care Providers, that includes hands-on simulated experiences). The outcomes of the nursing program are associated with preparing student nurses for the beginning level of clinical practice as a competent Associate Degree Nurse and students are therefore held to a higher level of standards. Students must have earned a standard or college-ready high school diploma or the equivalency of a high school diploma. No minimum GPA requirement No disclosure of criminal history required No Health Physical Requirements Students must have a minimum of eleven credit hours of pre-requisite courses completed prior to application deadline. A grade of C or better must be achieved in all science courses. A grade point average of at least 2.0 must be maintained. Disclosure of criminal history. Being convicted of, or having entered a plea of guilty or nolo contender to, any of the listed felonies in Florida Statute or termination for cause from the statutorily-described Medicaid programs. Health physical & Immunizations including annual TB testing Clinical agencies require documentation of this certification for faculty and students. The professional courses in the ADN program require that students possess foundational knowledge in biological sciences and mathematics to maximize their potential to achieve program outcomes. The program must admit students with the potential for success expressed by previous academic performance. Effective July 1, 2009 pursuant to Section , Florida Statutes, health care review boards shall refuse to renew a license, certificate or registration, issue a license, certificate or registration and shall refuse to admit a candidate for examination if the applicant has been convicted or pleaded guilty or nolo contender, regardless of adjudication, to a felony violation of: chapters 409, 817, or 893, Florida Statutes; or 21 U.S.C. ss or 42 U.S.C. ss , unless the sentence and any probation or pleas ended more than 15 years prior to the application, terminated for cause from Florida Medicaid Program (unless the applicant has been in good standing for the most recent 5 years) or terminated for cause by any other State Medicaid Program or the Medicare Program (unless the termination was at least 20 years prior to the date of the application and the applicant has been in good standing with the program for the most recent five years). Clinical agencies require documentation of good health status for students & faculty to protect their patients from certain communicable diseases. The ADN policies are aligned with the governing institution s and differences are justified by the goals and outcomes to the nursing education unit. All applicants for the generic track of the ADN program are evaluated and selected on the basis of a descending ranking point scale. Criteria used for 45

46 ranking are quality points assigned to the PSB-NAT scores (112 points maximum), nursing prerequisite grades (120 maximum), and health-related work experience (20 points maximum). Students total points must be 120 or higher to be considered for admission. Details of this ranking system are found in the Associate Degree Nursing Program brochure Steps to Applying to the Associate Degree Nursing Program, which is available on-line mailed to potential applicants upon request, and available in the North Campus nursing office. A detailed example of how to compute a ranking is provided in the Steps to Applying to the Associate Degree Nursing Program, so that prospective applicants can compute their own points for ranking prior to the submission of their application. All applicants to the Bridge Option track of the ADN program are evaluated and selected on a descending rank order point scale. Criteria used for ranking are quality points assigned to the HESI A2/Elsevier A2 Preadmission Test scores (112 points maximum), nursing prerequisite grades (120 points maximum), and health-related work experience (20 points maximum). Students total points must be 120 or higher to be considered for admission. Details of this ranking system are found in the Associate Degree Nursing Program brochure Steps to Applying to the Associate Degree Nursing Program, which is available on-line mailed to a potential applicants upon request, and available in the North Campus nursing office. A detailed example of how to compute a ranking is provided in the Steps to Applying to the Associate Degree Nursing Program, so that prospective applicants can compute their own points for ranking prior to the submission of their application. Admission priority is given to qualified applicants living in the College s geographic service district of Duval and Nassau counties. A small number of spaces are reserved for applicants in surrounding counties. If seats are available, applicants from other regions in Florida and from out of state are considered next using the same rank order process. Each semester, a small number of spaces are reserved for students seeking re-instatement to the Nursing Program after exiting in a prior term. Student notification of conditional acceptance or non-acceptance is mailed within eight weeks after the 46

47 close of the application period. New students are enrolled in the generic track beginning in August, January and May of each year. Effective with the academic year there are 408 student enrollment spaces in the Nursing Program. Prior to the Fall 2011 term, the student slots were allocated for new admissions to enroll 168 students in August, 144 in January, and 120 in May 1. The college has made the decision to decrease the annual enrollment of new students from 432 to 408 students. This is in response to the current labor market need for nurses in the college s service area. Effective August 2011, the student spaces will be 144 in August and January and 120 in May. The faculty of the ADN program believe that the program s mission and outcomes are best met by a higher academic standard. The level of responsibility and accountability required for students graduating from the Nursing Program and the program s state and national accountability standards when compared to other college degree programs consists of a higher academic standard. The College s grading system consists of a 10 point differences between grades A through C (A ; B 89-80; C 79-70; D 69-60; F 59-50). The Nursing Program utilizes the following grading scale: A ; B 92-86; C The minimum passing grade in the program is a C. The rationale for this grading variance is to ensure student performance throughout the curriculum that will promote successful performance on the National Council for Licensure Examination for Registered Nurses (NCLEX - RN). If there is a failure, a nursing course may only be repeated once. If a student fails on the second attempt, the student will be exited from the nursing program. Written progression/retention policies exist college wide and in the Nursing Program. The Florida State College Nursing Student Handbook which contains the Nursing program policies is distributed and reviewed with students upon admission and during each term as a part of the course orientation. Each student is required to review the Student Handbook and sign an acknowledgement form which becomes a part of the student s permanent file. Each course has a specific syllabus that contains attendance, class, clinical, and grading policies. Students receive the course syllabi at the beginning of each course. 1 May admissions include 24 spaces for LPN/ Paramedic Bridge students. 47

48 Criterion 3.2. Students services are commensurate with the needs of students pursuing or completing the associate program, including those receiving instruction using alternative methods of delivery. ADN students have access to an array of support services offered by Florida State College to all of its students pursuing associate degrees. The areas of assistance include counseling, academic advising, mental health counseling, financial aid, scholarships, campus bookstore, services to students with disabilities, and child care services. Tutoring and learning assistance opportunities are available for students who require some help with their general education courses as well as access to library resources. ADN students have access to all of these support services through the College s website or on any campus and are informed of these services during advising, the College s general orientation and the program specific orientation. Students can also access the information in the College catalog page 43 and the College s Student Handbook (available on site). FSCJ Student Life and Leadership Development information is available on-line at (page 47). This information addresses student clubs and organizations such as Phi Theta Kappa. There is information describing student government and promoting involvement in many different areas. There are opportunities to participate in Student Life and Development activities and to get involved at campus and college-wide levels. A Student Handbook is published by the College each year to generate enthusiasm and highlight available opportunities for student engagement and is available at The Department of Student Success coordinates activities that provide all students with timely and accurate information on admissions, financial aid, and registration (documents will be available for onsite review). The Enrollment Services division of the Student Success Department, the Associate Dean of ADN Nursing, and the ADN Advisor provide academic advising and assistance to enrolled ADN students. Academic and personal short term crisis intervention with referral is provided by the College s counseling and advising staff within the Department of Student Success. Financial aid services are offered through Enrollment Services. Students are provided access to publications such as 9 Ways to Pay for Classes at Florida State College at Jacksonville, the

49 Financial Aid 101 and publications from the U.S. Department of Education. Sample documents will be available onsite for visitors. In addition, a number of scholarships are available through the College. The scholarship search page is designed to help students identify scholarships by providing a personal profile that is matched against related scholarships in Florida State College at Jacksonville s scholarships database. Students may also search the alphabetical listing of scholarships ( Services for students with disabilities are outlined in the College catalog at (page 43). Services to support education can address a variety of disabilities including chronic system conditions, hearing loss, learning difficulty, impaired mobility, psychiatric disorders, and problems with vision. Florida State College has four (4) levels of employees who provide advising and counseling functions. The level assigned is based on the function of the job. The first level, Advisor I, provides students with basic information about the College and receives forms and documents from current and prospective students. The second level, Advisor II, provides student development services including academic advising and academic planning. The ADN program advisor is at Level II. Student Success Advisors carry additional duties above the Advisor II level including financial aid advising responsibilities. Each Advisor level requires an increased level of appropriate educational background. The campus is also staffed with master degree level counselors who provide academic advising, career development services and the appropriate agency referrals for students with more intensive intervention needs. Assistance to students begins before registration with explanation of application and registration processes on site, using the on-line College website, the College intranet named CONNECTIONS or telephone processing. The Department of Student Success is under the leadership of the Dean of Student Success who has a Master in Counseling degree and over thirty-eight (38) years of experience in student services. New student orientation for ADN students is prepared and delivered by the Associate Dean- Associate Degree Nursing, ADN faculty, the Nursing Advisor, and professional staff at a scheduled orientation meeting before classes begin. This student orientation is required for all students in each entering class (Spring 2012 Agenda available on site). Orientation to the Library and Learning Commons 49

50 is included as part of the first semester course work and is typically presented by a Florida State College at Jacksonville Librarian. Career Development Centers on each campus are available with services such as career assessment, career counseling, exploration workshops, job placement services, and career library and software resources. Details on these offerings are available in the Career Development Centers brochure page 40) which will be available to visitors on site. In addition to the aforementioned services, the North Campus Career Development Center schedules annual job fairs to provide students the opportunity to interact with various employers. Within the Nursing Department there is a full time Advisor covering both the North Campus and Deerwood Center. The current advisor, Cheryl James, is located at North Campus and has been in this position since She brings years of knowledge to the program, College, and students. With over twenty years of experience and knowledge, she is able to efficiently and effectively assist potential and current nursing students. The nursing department has a full time master degree prepared nursing tutor, Emily Kuschnereit. Her job responsibilities will be available on site for review. She has been in the position since 1991 and has extensive knowledge of the curriculum design as well as individual course content. Ms. Kuschnereit has a Master degree in Education and is currently enrolled in a MSN program at Benedictine University. The nursing program also employs a full time Nursing Laboratory Coordinator. Dana Morris, is a Master in Nursing Advanced Registered Nurse Practitioner prepared and is available to the nursing students for skills development on both the North Campus and the Deerwood Center. Her job responsibilities will be available on site for review. The ADN program is not a distance education program. However, the College provides Distance Education students the same access to student services as any other student enrolled at Florida State College at Jacksonville. Technological support for distance learning is among the services offered. The Distance Learning Office supervises the Learning Support Center which addresses the needs of both students and faculty as related to online classes. At the present time we have no on line courses. 50

51 A comprehensive list of student services is available for review on site. Table (Appendix H) lists the support services that are available to all students (regardless of method of instructional delivery) at Florida State College at Jacksonville: Criterion 3.3. Student educational and financial records are in compliance with the policies of the governing organization and state and federal guidelines. Official records including financial and educational records are electronically maintained at the Main Street Building of the College by the District Enrollment Services and Registrar s Office. A security system ensures integrity of records. Data security is provided through login ID and password protection for mainframe, network and access. Paper records and forms are scanned into Florida State College s record imaging system providing an electronic document that is used both as a backup to the paper document and as the primary reference document for operations. Florida State College assigns access to student records for Florida State College staff with an appropriate level of security as defined by the supervisor of each employee for whom security is requested. The College Registrar (or designee) provides system-wide approval for all security assigned and assignment level consistent with the employee s job function. The Board of Trustees of Florida State College at Jacksonville has implemented policies to protect the security, confidentiality, and integrity of student academic records. (APM : Release of Student Information - available on site). The system records user modification of records which provides a security-enhancing monitoring function. Each time a user modifies a student record through the College s student information system, the system records the identification of the individual making the modification. This process enables Florida State College to research and track record changes whenever it is appropriate to do so. Audits are performed quarterly to ensure accuracy of student academic history. Changes in electronic files are supported by approved documents which are scanned to the student s record. Following guidelines of the Family Educational Rights and Privacy Act (FERPA), College policy prevents employees from releasing student record information without the student s permission, with the exception of directory information. Students may request a block to prevent directory information from being released to non-college organizations. The block must be renewed annually, and details regarding 51

52 this policy are published each year in the Florida State College Catalog (Students Rights/ Student Records and Privacy (page 334). Florida State College at Jacksonville has a centralized accounting and financial records system administered by the College Vice President of Administrative Services. Procedures for the maintenance of financial records are found in the District Board of Trustees Rules, Section 4 and in the Administrative Procedures Manual, Volume IV ( ADN student records maintenance meet all institutional guidelines and policies. Criterion 3.4. Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained. Florida State College at Jacksonville is currently in compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements. The College s current default rate based on FY 2008 is 11.7%. The national average for the same time frame is 7.0%. In response to this default rate, the College has initiated an aggressive financial literacy program designed to help students make more informed decisions related to loans, evaluate accumulated debt and assess ability to repay loans based on their intended career. The financial literacy program overview will be available on site. Criterion A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring and cooperation with lenders is available. Any student receiving loans, whether subsidized or unsubsidized, is required to attend a workshop prior to receiving a loan. The workshop addresses topics including amount of loan to request, debt management, repayment of loans, what happens when students default on a loan and conditions for repayment. Student loans are not released until this workshop is completed, students have completed on-line loan counseling and the appropriate promissory note is signed. These requirements are provided to the student as well as outlined in CONNECTIONS (the College student website protected by password) where each student tracks their financial aid process ( page 21). 52

53 Criterion Students are informed of their ethical responsibilities regarding financial assistance. Florida State College at Jacksonville enforces Title IV Financial Aid rules related to 67% completion and 150 hours completed by evaluating students standing every semester. The College has a clear appeal process for exceptions in the case of extenuating circumstances and those rules are found in APM which is tied to Board Rule 6Hx (available on site). The college also has a robust process for students to apply for loans which includes a loan request form that estimates anticipated income based on program of study, looking at current loan debt, a calculation of repayment of that loan debt and development of a personal budget which factors in repayment of loan debt. In addition, a promissory note is part of all loans and must be completed before the loan is processed. Students find information related to loans at Information is also found in both the Student Handbook and the catalog (available on site). Criterion 3.5. Integrity and consistency exist for all information intended to inform the public, including the program s accreditation status and NLNAC contact information. Information regarding the ADN Program is available to the public on the College s Website and within the College Catalog, page 154 and the ADN Student Handbook. The NLNAC accreditation statement is also printed on the signature page of the program application form (Appendix I) and found in the College catalog and states The program is accredited by the National League for Nursing Accrediting Commission (NLNAC), 3343 Peachtree Road NE, Suite 850, Atlanta, GA 30326, (404) The program information appears consistently in relevant publications such as the Catalog and ADN Student Handbook. Criterion 3.6. Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner. The nursing department consistently communicates changes in policies, procedures, and program information to their students. In order to assure that students receive information in a timely manner, the change in policy is communicated electronically through blackboard and . In addition, faculty members explain the change during the didactic portion of the coursework. Finally, students are 53

54 given the change in policy in written format as part of the Student Handbook and course syllabus. Students sign an acknowledgement statement stating that they have read the policy. Onsite exhibits will be available for review. Policies and procedures for all educational activities that have implications for the health and safety of clients, students and faculty are published in the Nursing Student Handbook. Policies and procedures for the nursing education unit are located in several resources. The Safety Manual located in the Skills Laboratory contains policies regarding, biohazard waste; Nursing Skills Laboratory policies and procedures; emergency and fire evacuation plan; hurricane plan; faculty and student injury report policies and procedures; safety committee minutes; and Emergency Procedures Reference Guide. Information regarding student health services and accident reporting is located in the program s Student Handbook and the College-wide Student Handbook. Information pertaining to requirements for medication safety, infectious disease, blood and body fluids exposure, immunization, and illness are included in the Associate Degree Nursing Student Handbook available for viewing on site. Health requirements that must be met by students prior to admission are delineated in the Health Clearance Policy also in the Student Handbook and in affiliation agreements with clinical agencies. Criterion 3.7. Orientation to technology is provided and technological support is available to students, including those receiving instruction using alternative methods of delivery. For those students new to technology-enhanced courses or the electronic learning platform, Blackboard Learn TM, access to and basic navigation strategies are presented during initial student orientation, reviewed in more detail during the first semester courses, and reinforced in subsequent classes as needed. Library and Learning Commons (LLC) staff members are available when students are on campus, and they assist with access and navigation. Library and Learning Commons staff members offer students free assistance related to technology using one-on-one and small group delivery methods. A librarian is asked to conduct a one (1) hour orientation during class in one (1) or more of the ADN courses regarding online access to library resources. Technical support is available through Student Computing Resources at to assist with connectivity, hardware and software issues. Orientation to hospital technology such as EMAR and CERNER is provided during the hospital orientation for students prior to beginning clinical experiences. 54

55 Students also receive instruction and orientation to Accudose machines and IV pumps at the time of the orientation to clinical experiences. 55

56 Criterion 3.8. Information related to technology requirements and policies specific to distance education is clear, accurate, consistent, and accessible. Technology requirements needed to participate in the technology-enhanced portion of each course are listed within each ADN course syllabus. These technology requirements are recommended by the Florida State College Information Technology specialists and are reviewed for currency each year during the summer semester (May August). Technology requirements are basic and only reflect a minimum level needed rather than the optimal levels that allow faster access to information. Current technology requirements for determining computer readiness are provided and state that Florida State College at Jacksonville students should own or have access to the following: an AMD or Pentium processor and at minimum a 56kbs Internet connection. computer with personal access to the Internet (e.g., computer with a modem or cable modem connection) an account (provided by the College) web-browser software--at least Internet Explorer 5.0, Firefox 2.0 or above, and Safari 3.1 Windows XP or Vista or higher operating system (or MAC OS X or higher) virus-checking software word-processing software plug-ins, including Acrobat Reader, Flash Player, and Quicktime additional hardware, including speakers and microphone 56

57 STANDARD 4 CURRICULUM The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments. Criterion 4.1. The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning and program outcomes. The associate degree nursing curriculum at Florida State College at Jacksonville consists of 72 semester credits of general education and professional courses designed to prepare graduates to be successful on the national Council Licensure Examination and to practice as entry level registered nurses in multi-variant settings. The associate degree nursing program curriculum incorporates the central unifying concepts of human beings, health, nursing, and nursing education framed by established competencies and professional standards: 1) National League for Nursing (NLN) Competencies for graduates of associate degree programs 2) American Nurses Association (ANA) Scope and Standards of Nursing Practice 3) The National Patient Safety Goals, 4) The program mission/philosophy and 5) Faculty Vision for Excellence Collectively, the aforementioned support the achievement of the student learning outcomes and program outcomes. Professional standards and competencies are articulated in all courses are reflected in Tables (Appendix J) and (Appendix K). Course objectives are leveled and demonstrate the progression of expectations, increasing in complexity at each course level. The student learning outcomes are shown in Table (Appendix L) organize the curriculum, guide the delivery of instruction, direct learning activities sand enable the evaluation of student progress. The Student Learning Outcomes express the behaviors and competencies for the role of provider of care, manager of care and member of the profession. The Student Learning Outcomes are 1) Uses effective communication skills appropriate to nursing, 2) Applies clinical judgment in providing care throughout the life cycle using the nursing process, 3) Demonstrates a commitment to ethical/legal practice and continuous learning for personal and professional growth, 4) Provides competent and safe client care in health care settings and 5) Engages in teaching and learning with clients throughout the life cycle. Program success is measured through the achievement of five program outcomes: 1) The program s NCLEX pass rates will be within 10 percentage points of the National mean, 2) Eighty percent (80%) of students will achieve program completion within four consecutive semesters once admitted to the professional phase of the curriculum, 3) Eighty percent (80%) of graduates responding to the graduate 57

58 satisfaction survey will express graduate satisfaction, 4) Eighty percent (80%) of employers responding to the Employer satisfaction survey will report satisfaction with program graduates and 5) Fifty (50%) of graduates will be employed within six months of graduation. Criterion 4.2. The curriculum is developed by the faculty and regularly reviewed for rigor and currency. The ADN curriculum has been developed by ADN faculty, reviewed by the Associate Dean-Associate Degree Nursing Program, the Dean of Career Education, the North Campus President, and presented to Florida State College s College-Wide Curriculum Committee for review and approval. The Executive Vice President for Instruction & Student Success of the College provides final approval before the ADN curriculum is implemented. The most recent curriculum update was completed in Fall The nursing curriculum closely adheres to the current Administrative Rules of the Florida State Board of Nursing. The Curriculum Committee within the ADN program is comprised of full-time ADN nursing faculty. This committee meets two to three times during each of the three terms within the academic year. The Curriculum Committee reviews ongoing program needs reflected in trended data and brings proposals for modification to the entire nursing faculty for review, discussion and decision making. Minutes of these meetings and other curricular events are available on site. ADN faculty members review the curriculum at the end of each semester according to the program s systematic evaluation plan (SEP). Curricular content is designed to 1) ensure that student learning outcomes and program outcomes are achieved, 2) demonstrate progression using Bloom s Taxonomy (revised version) and 3) ensure program currency and rigor through continuous review of national trends and trended data collected through the program s systematic evaluation plan. In 2005, a major curriculum revision was driven by faculty input, trended, RN_NCLEX scores and survey results from students and clinical facilities. As a result, additional Adult Health clinical hours were added to NUR 1210C, Adult Health Nursing I. Faculty also voted to add 30 clinical hours to the Adult Health II (NUR 2710C) course to enhance the total number of medical-surgical hours in the curriculum. Student course evaluations and feedback resulted in the NUR 1823, Leadership in Nursing course, becoming a totally online course in fall Blackboard TM was the learning management 58

59 system used to provide access to course materials and assignments. In fall 2011, the NUR 1823, Leadership in Nursing course was inactivated based on student feedback. The objectives of the course were systematically integrated across the curriculum by the faculty. A review of the program s NCLEX Pass rates over time revealed a downward trend. In January 2007, faculty voted to have all courses within the curriculum to make the HESI examination scores count for 10% of the total course grade where HESI tests are administered at the end of the course. (see faculty minutes). The faculty s decision was focused on adding value to student effort in preparation for the HESI examination, encouraging students to take the examination more seriously and reversing the declining NCLEX pass rates trend. The faculty continues to monitor the program s NCLEX and HESI scores and to make modifications in policies as appropriate. New nationally based curriculum models such as the Concepts Based and Lifespan models are under review by the faculty to ensure that the program s curriculum model remains current. Criterion 4.3. The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress. The ADN student learning outcomes address students ability to 1) Use effective communication skills appropriate for Nursing, 2) Apply clinical judgment in providing care throughout the lifecycle using the nursing process, 3) Demonstrate a commitment to ethical/legal practice and continuous learning for personal and professional growth, 4) Provide competent and safe client care in health care settings and 5) Engage in teaching and learning with clients throughout the lifecycle. The ADN student learning outcomes organize the curriculum, guide the delivery of instruction, direct learning activities and provide a measure for student progress. Course outcomes are linked to student learning outcomes and reflect progression from the lower to higher levels of Bloom s revised taxonomy of cognitive learning. Learning activities within each course are varied to engage student interest, stimulate enthusiasm for learning, and address various learning styles. See the Table in Appendix J. ADN courses are taught via traditional face to face classroom sessions as well as through the use of technology-enhanced instructional delivery approaches. In the technology-enhanced courses, the majority of the course content is presented during face-to-face sessions while, some content is presented 59

60 utilizing the Blackboard Learn Platform. Technology-enhanced activities include discussion boards, case studies, study guides, and mastery quizzes within the Blackboard Learn technology system. For students requiring more face-to-face interaction faculty members offer additional availability during posted office hours or during scheduled appointment times. Instructional materials and learning activities for each course are described in the course syllabi and posted on Blackboard Learn. Examples of learning activities include reading assignments from textbooks, in-class and on-line discussion or case study questions, internet searches, mastery quizzes, and group and individual projects. Student progress for each course is evaluated through the use of written assignments, presentations, examinations and projects. Students must complete each course s requirements with a satisfactory grade of C or higher before advancing to the next term in the program. Students are expected to achieve their student learning outcomes by graduation. Onsite visitors may review course syllabi (copies provided) or College Credit Course Outlines ( for more detailed information regarding course instructional materials, learning activities, and evaluation methods. Student progress toward achieving the student learning outcome is reflected in the End of Term Assessment Form and HESI/Evolve test results following each term. These evaluation tools are used to highlight strengths and weaknesses in each course. The data collected are used to make curricular or policy changes. (See end of course assessments, RN HESI Exam Scores, Summary Reports, and Trends/Comparisons test results on site) Criterion 4.4. The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national or global perspectives. The ethnic and socioeconomic diversity of Jacksonville provides cultural differences in clients as well as the students. Students currently enrolled in the ADN Program have diverse backgrounds that include Caucasian, African-American, Pacific Islanders, Asians, Haitian, Polish-American, Nigerian, and Native American cultures. Student collaboration on assigned projects is one of the ways that they begin to apply concepts about culture. Students learn that cultural competency embraces concepts much broader than just ethnic and socio-economic diversity. 60

61 Cultural and ethnic concepts are introduced in NUR 1110, Nursing Concepts (generic track and NUR 1008C Transition to Professional Nursing (Bridge Option Track). Students are introduced to nursing care across the cultures. Students learn that nurses often come from different ethnic, cultural, and religious backgrounds than their clients. Learning activities focus on the importance of understanding that clients may have different needs based on socio-cultural and religious beliefs. To reinforce these concepts, the students complete a group project to identify different cultural practices and beliefs. The project focuses on aspects of health practices and education that impact the client's health care. The progression of cultural diversity concepts in the curriculum is: Term I) To recognize cultural differences and the need for cultural competency; Term II) Assess and identify culturally competent nursing interventions on care plans; Term III) Implement cultural/social practices and procedures surrounding the birthing process; Term IV), Apply and evaluate the effectiveness of culturally competent nursing activities in performing care and discharge teaching. To further promote the diversity of students, Florida State College at Jacksonville was awarded a HRSA (Health Resources and Services Administration, under the Department of US Health and Human Services) grant to support minority students interested in a career in nursing. This grant was implemented in spring The Northeast Florida Initiative increased the number of minority students from underrepresented backgrounds, as well as males, graduating with an associate degree in nursing and preparing to pass the RN_NCLEX to become registered nurses. Major goals of this grant were to help close the gap between the diversity in the general population and to encourage the diversity of registered nurses, while helping to decrease the shortage of nursing professionals in the communities of Duval and Nassau counties. Criterion 4.5. Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes. ADN faculty members have designed evaluation tools and grading procedures giving special attention to clarity and consistency of the process. These procedures are published in the ADN Student Handbook, available onsite, and also in each course syllabus. Methods for grading within the nursing courses are both formative and summative in nature. Methodologies and tools selected for evaluation of student achievement reflect classroom and clinical objectives and build toward program outcomes. These 61

62 tools may include unit examinations, a comprehensive final examinations, quizzes, projects, simulated skills examinations, nursing care plans, clinical preparation worksheets, teaching projects, interaction papers, standardized comprehensive examinations and the clinical evaluation document. Feedback to students regarding their progress in each course is completed both formally and informally at frequent intervals through one on one conferences with faculty on campus and/or in the clinical settings or by e- mail. Unit and final examinations contain scenario-based items in multiple choice format. Each course with a clinical component, except Role Transformation, has a skills evaluation during the first few weeks to maintain students skills competency. The method of skills testing varies by each course depending on skills likely to be utilized during the course or new skills relevant to the course. Human Patient Simulators are used to reinforce and evaluate selected clinical skills. Major papers and projects assigned in each course are designed to promote the application of clinical concepts taught in class. NUR 1210C Adult Health Nursing I began using a specialty HESI examination as a final examination in summer NUR 1521C Psychiatric/Mental Health Nursing and NUR 2421C Nursing Care of Women and Infants began to use the HESI examination as a final examination in spring In spring term 2011, NUR 2421C, Nursing Care of Women and Infants began a pilot study of computerized testing for unit examinations. The spring 2011 pilot of electronic testing has both advantages and disadvantages as reported by the ADN faculty and nursing students. The primary advantage is convenience for students and the primary disadvantage is the inordinate amount of time required for faculty to implement. ADN faculty decided to not implement course level electronic testing. At the end of each course with a clinical component, students and faculty complete a clinical evaluation tool (available on site). This tool identifies each student s areas of strengths and weaknesses, based on satisfactory or unsatisfactory clinical performance. Once completed, the individual student and faculty member meet in private to review the document. Two or more areas of identified unsatisfactory clinical performance result in a clinical failure, requiring the student to repeat both theory and clinical components of that course. Critical thinking and use of the nursing process is analyzed throughout the nursing program through the use of nursing care plans or interaction papers (examples available on site) in clinical based courses. 62

63 During Role Transformation, all students participate in a HESI NCLEX Review Course and are then required to take the Comprehensive HESI Exit Exam. If the HESI Exit Exam (predictive of success on the RN_NCLEX) total score is below 850 points, (a score rated as acceptable by HESI) the student must complete a remediation plan before the end of the next semester and retake the examination. The student will only be allowed to take the exam twice during the course in order to obtain this 850 or higher score. If the student still fails to achieve the required 850 by the second attempt, the student will receive a grade of Incomplete and will not be eligible to graduate. The student will be given an opportunity to take the HESI Exit Examination for a third time during the following semester. If the student fails the exam on the third attempt, this will result in a course failure and the student will have to repeat Role Transformation. This protocol is clearly outlined within the course syllabus and is verbally reviewed with students at the beginning of the course. Each course is evaluated by students at the end of each term with a program specific instrument as well as the college-wide faculty evaluation tool, E-SIRS. Students evaluate the faculty as well as the course, textbook and classroom environment using the Course Evaluation tool. E-SIR results are received and reviewed by the Associate Dean. Results are discussed with individual faculty during the regularly scheduled performance evaluation. Faculty assigned to a course meet regularly during the term to review these evaluations and student progress and to make recommendations for improvement for the next term. Examination reviews are held by course faculty after each unit test and highly missed items are scrutinized for clarity and relevance. Ambiguous items are rewritten or replaced for future examinations. Textbooks are reviewed by the course faculty on a regular basis. If a change of textbooks is recommended several textbooks are reviewed by students and faculty, and the final selection approved by the full faculty prior to implementation At the end of the fourth semester, an open exit dialogue is held with students by the Associate Dean for the purpose of receiving students suggestions for improvement and identifying strengths and weaknesses of the program. At six months after graduation, graduates are sent the alumni follow-up survey to determine satisfaction with the program. Results of both the open exit dialogue and the followup surveys (available onsite) assist in driving program revision and enhancements. 63

64 Criterion 4.6. The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and technological advances. The program curriculum is dynamic and based on an interdisciplinary approach to healthcare, driven by evidence based practice. Instructional methods are structured to enhance student understanding of the material. They include lecture, demonstration, return demonstration, role play, interview techniques, case studies and clinical experiences in health care agencies. Computer technology such as PowerPoint, Blackboard Learn, and other computer assisted instructional tools are used consistently. Simulation, including both high and low fidelity human patient simulators, is used in the program to achieve educational objectives and prepare students for transition to practice. Students practice in learning environments that reflect best practices. National Patient Safety Goals are addressed throughout the curriculum beginning in the first term, in both classroom and clinical settings (see National Safety Goals chart available on site). The nursing curriculum follows recommendations for standards and best practices promulgated by professional organizations that include NLN, ANA, and Florida Board of Nursing. In addition to adhering to best practice guidelines, faculty members make significant effort to remain current in education theory as demonstrated in the faculty credentials information included in Standard II, Faculty. The College s Academy of Professional Development assists faculty with educational theory, technology, and motivation courses offerings (catalog of classes available on site). Florida State College at Jacksonville and the nursing unit encourage faculty to engage in original and traditional research as well as to maintain currency of practice. Faculty members are required to submit a Learning Outcome Enhancement Plan (LOEP) annually. This plan provides an opportunity to investigate, assist, and reflect on ways to improve student learning and teaching practice. Faculty members maintain licensure and certification in their fields of specialty through continuing education, professional development, participation in conferences, and other similar enrichment activities such as the use of Blackboard Learn system and the use of smart classroom technology tools such as Elmo and i-clickers. The College recognizes faculty annually for excellence in teaching through the Outstanding Faculty Award, the Innovative Faculty Technology Award and five Endowed Chair Awards (descriptions available on site). 64

65 Faculty members work in consonance to make careful choices about the concepts and experiences that are essential to professional nursing education. These decisions are closely aligned with the program s mission, philosophy, student learning outcomes, program outcomes and national trends. The ultimate goal of promoting this type of dynamic process is to ensure that students develop the critical thinking, high level decision making skills necessary to fulfill the roles of provider care, manager of care and member of the profession. Students are required to identify and support their statements of fact with published evidence of best practice. The College library provides a large repository of databases for student and faculty research. Students are able to utilize innovative, flexible, and technological advances through a variety of ways. For example, in NUR 1110, Nursing Concepts, students design cultural projects and utilize technology such as PowerPoint slides or video presentations. In NUR 2310C Nursing Care of Children, students use the high-fidelity human patient simulators to assess and plan nursing care for pediatric pathological processes. FSCJ and the nursing education unit encourage innovation among faculty by providing support and funding. The College President hosts a million dollar Strategic Initiatives Fund to support strategic, innovative ideas proposed by employees (information on site). A case study model using Avatar technology was developed by a team of nursing faculty members and IT specialists. This model, entitled Bridgetown, is a cross-term teaching modality that highlights patient care throughout the lifespan and is accessed through Blackboard. This project is currently being evaluated by the faculty for incorporation into the curriculum. Students collaborate with professors and with each other as they synthesize information and create new projects, teaching plans, and interdisciplinary plans of care. Faculty members representing general education and associate degree nursing communicate directly via s, faculty forums and personal correspondence when questions or issues arise related to mutual areas of interest. Communication is done through the College-wide Curriculum Committee when substantive course changes are proposed. Interdisciplinary collaboration is also done through campus forums, committees, and campus or community health fairs, as well as by inviting guest lecturers from other disciplines to nursing classes. 65

66 Criterion 4.7. Program length is congruent with the attainment of identified outcomes and consistent with the policies of the governing organization, state and national standards, and best practices. The governing organization for this Associate Degree in Nursing education unit, Florida State College at Jacksonville, complies with recommendations by 1) the Southern Association of Colleges and Schools Commission on Colleges (SACS-COC), and 2) the Florida Department of Education (FLDOE). SACS-COC requires a minimum 60 credit hours for an associate degree. The Associate Degree Nursing program is accredited by the National League for Nursing Accrediting Commission (NLNAC). The associate degree nursing program consists of general education courses and professional courses including lecture, laboratory and clinical education components. Graduates of the program are prepared to function as entry level practitioners and are qualified to take the National Council for Licensure Examination (NCLEX - RN) to become licensed as registered nurses (RN). The State of Florida Department of Education has established the total credit hours for associate degree nursing programs in the State of Florida as 72 credit hours ( Total program length for the associate degree nursing program at Florida State College at Jacksonville is 72 credit hours of general education, professional, and nursing courses in alignment with FLDOE regulations. The ADN program at Florida State College is composed of 30 credit hours of general education and professional courses and 42 hours of nursing courses. The pre-requisite requirements are published in the college catalog for the Generic and Bridge Options tracks respectively, as well as the nursing brochure and on the FSCJ website. The distribution of general education to nursing courses by credit hours is 42% general education courses and 58% nursing courses. The ratio for distribution of credits is 1:1 for classroom instruction and 1:2 for lab/clinical respectively. This distribution is clearly stated in each course syllabus. This distribution is in alignment with the Florida state-wide articulation and the Florida Board of Nursing. The credit allocation is based on a ratio of one credit hour of class to two hours of laboratory /clinical. The standard class size allocation for faculty to student is 1:24 in lecture and 1:12 in the clinical setting. According to the College Catalog, the Associate of Science degree must have a minimum of 72 unduplicated semester hours with a C grade, or 2.0 grade point average, for all attempted course work. 66

67 Twenty-five per cent (25%) of the total hours required for the degree must be completed at Florida State College at Jacksonville. The semester the degree is awarded must be completed at Florida State College at Jacksonville to meet residency requirements. The ADN program curriculum is congruent with these requirements. Tables 4.7.1, 4.7.2, 4.7.3, and reflect the courses required for the Generic ADN track, courses required for the Bridge Option for Paramedics and Licensed Practical Nurses track, Generic track course sequence and Bridge Option Track Course Sequence. 67

68 Table 4.7.1: Courses Required for the Generic ADN Degree Courses Faculty/Student Ratio Credit Hours General Ed Courses in the Associate of Science in Nursing program Humanities Credit Hours: 1:25 3 TOTAL 16 BSC 2085C - Human Anatomy and Physiology I 1:24 4 ENC English Composition I 1:25 3 MAC College Algebra 1:27 3 PSY General Psychology Professional Courses in the Associate of Science in Nursing program BSC 2086C - Human Anatomy and Physiology II 1:35 1: DEP Human Growth and Development 1:35 3 MCB 2010C - Microbiology 1:24 4 SYG Introductory Sociology Nursing Courses in the Associate of Science in Nursing program NUR 1022C - Nursing Techniques 1:35 1:24 lecture/1:12 lab/clinical NUR 1060C - Health Assessment Across the Lifespan 1:24 lecture/1:12 laboratory 2 NUR Nursing Concepts 1:24 lecture/1:12 laboratory 3 NUR Pharmacology and Nutrition in Health and Illness NUR 1210C - Adult Health Nursing I NUR 1521C - Psychiatric/Mental Health Nursing NUR 2310C - Nursing Care of Children NUR 2421C - Nursing Care of Women and Infants NUR 2710C - Adult Health Nursing II NUR 2811C - Role Transformation NUR NCLEX Review 1:24 lecture 1:24 lecture/1:12 lab/clinical 1:24 lecture/1:12 lab/clinical 1:24 lecture/1:12 lab/clinical 1:24 lecture/1:12 lab/clinical 1:24 lecture/1:12 lab/clinical 1:24 lecture/1: 12 clinical 1:24 lecture Total

69 Table 4.7.2: Courses Required for the Bridge Option for Paramedics and Licensed Practical Nurses Track Courses Faculty/Student Ratio Credit TOTAL Hours General Ed Courses from Associate of Science in Nursing program Humanities Credit Hours: 1: BSC 2085C - Human Anatomy and Physiology I 1:24 4 ENC English Composition I 1:25 3 MAC College Algebra 1:27 3 PSY General Psychology Professional Courses from Associate of Science in Nursing program BSC 2086C - Human Anatomy and Physiology II 1:35 1: DEP Human Growth and Development 1:35 3 MCB 2010C - Microbiology 1:24 4 SYG Introductory Sociology Nursing Courses from Associate of Science in Nursing program NUR1008C Transition to Professional Nursing NUR 1210C Adult Health Nursing I 1:35 1:24lecture/1:12lab/clinical 1:24lecture/1:12lab/clinical NUR 1411C Nursing Care of the Family 1:24lecture/1:12lab/clinical 6 NUR 1521C - Psychiatric/Mental Health Nursing 1:24lecture/1:12lab/clinical 3 NUR 2710C - Adult Health Nursing II 1:24lecture/1:12lab/clinical 8 NUR 2811C - Role Transformation 1:12 clinical 2 NUR NCLEX Review 1:24 lecture 2 College Credit Earned by Examination 10 Total ADN courses are aligned in both tracks as well as credit hours to achieve course and student program learning outcomes. Current ADN course sequence with credit hour and practicum hour assignment information are provided in Tables and

70 Table 4.7.3: Generic ADN Program Course Sequence Term Course Credit Hours Practicum Hours 1 NUR 1022C Nursing Techniques NUR 1060C Health Assessment Across the Life Span NUR 1110 Nursing Concepts NUR 1140 Pharmacology and Nutrition in Health and Illness NUR 1210C Adult Health Nursing I NUR 1521C Psychiatric/Mental Health Nursing NUR 2310C Nursing Care of Children NUR 2421C Nursing Care of Women and Infants NUR 2710C Adult Health Nursing II NUR 2811C Role Transformation NUR 2960 NCLEX Review 2 0 TOTALS Table 4.7.4: Bridge Option Track ADN Program Course Sequence LPN/Paramedic Bridge Term Course Credit Hours Practicum Hours 1 NUR 1008C Transition to Professional Nursing NUR 1411C Nursing Care of The Family NUR 1210C Adult Health Nursing I NUR 1521C Psychiatric/Mental Health Nursing NUR 2710C Adult Health Nursing II NUR 2811C Role Transformation NUR 2960 NCLEX Review 2 0 College Credit Earned by Examination 10 - TOTALS

71 Criterion 4.8. Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes; current written agreements specify expectations for all parties and ensure the protection of students. All clinical facilities are selected by the nursing faculty and represent all areas of clinical focus and current trends in the delivery of health care. Clinical agencies are located in the Jacksonville area. The nursing faculty has determined that the clinical agencies are appropriate to the practice learning environment. This determination is made using the Facility Evaluation Tool, available on site. Students evaluate the clinical experience each semester. Student input is utilized by nursing faculty for the evaluation of the learning experience. All clinical affiliation agreements can be viewed by the visitor s onsite. All clinical affiliation agreements are signed and current and identify the responsibilities of each party to the agreement. PROCESS FOR THE SELECTION OF CLINICAL FACILITIES 1. Faculty recommendations begin the process for selection of clinical facilities. The nursing administrator for the facility is contacted regarding the nursing program s interest in utilizing the facility for student clinical experiences. 2. Faculty representatives make visits to proposed agency for evaluation of the following: A. Appropriate resources to achieve program outcomes and course/clinical objectives B. Size of units C. Type of experiences available D. Receptiveness toward nursing students E. Adequacy of support facilities such as parking, food services, and conference space F. Average daily census 3. Based upon evaluation data collected during the site visit, recommendations are made to the faculty. A majority vote by faculty is necessary for either approval or disapproval of the proposed agency. Upon the recommendation of the faculty, the Dean of Career Education initiates a request through the Campus President to execute a clinical affiliation agreement. Faculty members are informed of availability of the facility for use once an affiliation agreement is executed. Recently a need for faculty to have a more formal means to evaluate facilities was identified. A committee was developed and a previous tool was modified to meet current need. Refer to the exhibit entitled Faculty Evaluation of Clinical Facility. Further evaluation of clinical facilities is done each term by students with faculty input. The Clinical Liaison meet with the Associate Dean of Associate Degree Nursing and faculty on a quarterly basis to identify and discuss current trends and issues such as possible decreases in availability of hospital sites and decreases in the numbers of students allowed in a facility on a given date and time. 71

72 Affiliation Agreements, Table of Clinical Agencies, Preceptor Contracts, and Advisory Board Minutes are available on site. With a large number of other colleges in the North Florida area competing for clinical space, clinical coordination is essential. Our clinical coordinator interacts with all of the clinical facilities used by the program. Liaison planning meetings are held at intervals throughout the year for coordination purposes. In some cases, since FSCJ has the largest enrollment, days of the week are designated for the various programs. This arrangement has worked successfully for several years and assures sufficient numbers and varieties of associate degree level experiences Clinical Coordinator activities documents will be available on site. For courses utilizing preceptors, clinical preceptors are identified by the clinical agencies and selected by faculty. Requirements for preceptor status include being a registered nurse with at least one year of current clinical experience and familiarity with the facilities policies and procedures. These preceptors should also be willing to accept the responsibilities of a preceptor and work well with others. Preceptors are required to be licensed RNs but there is no specific degree, such as a BSN degree, required. The rationale for this is that the nurses are deemed by the hospital to be safe and competent. They serve as role models for students who will soon be working in the same capacity as bedside nurses. Faculty members evaluate clinical facilities each term. This evaluation is completed at the end of each term by faculty using the clinical facility evaluation tool with input from students. Students also evaluate the clinical facility each term. Copies of these evaluation instruments will be available on site. Some clinical agencies also have students evaluate their facility in open dialogue or by survey in an effort to make improvements. Student clinical performance is evaluated at the end of each term in each course with a clinical component. The clinical evaluation tool is completed by the student and clinical faculty member, then reviewed together to discuss identified student strengths and weaknesses. Clinical skills are evaluated at the beginning of each clinical course after the first term. Failure to pass the skills test after two attempts results in a course failure. 72

73 Criterion Student clinical experiences reflect current best practices and nationally established patient health and safety goals. Students are exposed to clinical experiences offered in diverse clinical settings. Facilities utilized for clinical experiences range from large medical centers to smaller community hospitals, psychiatric and long term care facilities. The clinical agencies, utilized by FSCJ for are selected based on currency of practice and use of evidence based practice as stated in 4.8 above. At the time of registration each term, students select a clinical section online based on availability of seats. Clinical groups are limited to twelve students each. When a clinical section is filled, students must make another choice. Students are required to study and follow the National Patient Safety Goals, available on site, throughout the curriculum. Criterion 4.9. Learning activities, instructional materials, and evaluation methods are appropriate for the delivery format and consistent with student learning outcomes. Learning Activities The associate degree nursing program at FSCJ is not a distance education program. Learning activities are designed by ADN faculty to be appropriate for technology-enhanced delivery format and consistent with student learning outcomes. ADN classes are offered at either the North Campus or Deerwood Center. ADN courses are technology enhanced, meaning that structured learning is facilitated both in and outside of the classroom. The blend of learning activities in and outside the classroom is consistent with the College s mission statement relating to optimal access. Technology enhanced learning activities are consistent with the ADN program mission statement relating to career advancement. Independent web based learning and group project participation are activities that prepare graduates for more complex roles in professional nursing. 73

74 STANDARD 5 RESOURCES Fiscal, physical, and learning resources promote the achievement of the goals and outcomes of the nursing education unit. Criterion 5.1 Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization. As part of the Florida State Community and State Colleges System, Florida State College at Jacksonville receives most of its financial support from direct state funding; in-state and out-of-state matriculation fees; laboratory, student activities, parking and other special student fees; federal funding; grants and contracts; and miscellaneous revenue from investments and services. Pursuant to Florida Statutes, Florida State College may not operate with a deficit. Florida State College retains reserves to cover unexpected expenditure requirements within the fiscal budget year. Funds are allocated to the five (5) campuses, including the North Campus, based upon enrollment calculations, personnel, and the requirements of instructional programs. The annual budget and other financial records of Florida State College will be available onsite for review. Financial policies and procedures are available and included in the College Administrative Procedure Manual which is accessible by going through the District Administration portal on the Florida State College website, The North Campus at Florida State College has autonomy for the administration of its annual budget allocation, which is administered through the Office of the Campus President. The Campus President, in collaboration with the departmental administrators including the Associate Dean - Associate Degree Nursing, with input from nursing faculty, allocates funds into the various departments on the basis of enrollment projections and anticipated operational needs. The North Campus operating budget is comparable to budgets allocated to the other Florida State College at Jacksonville campuses. As well, the nursing education unit s budget is comparable to other associate degree program budgets at the campus and college-wide. Some examples follow in Table 5.1a. 74

75 Table 5.1a Budgets for Other Associate Degree Programs Program Budget Personnel Costs Medical Laboratory Technology $37, $239, Physical Therapist Assistant $4, $123, Respiratory Care $2, $44, Associate Degree Nursing $40, $1,419, The ADN education unit receives adequate financial support and resources to meet its goals and objectives. Budgeted funds include compensation for an administrative leader, twenty-four (24) full-time faculty positions, adjunct faculty positions as needed, one (1) skills laboratory manager, one (1) Instructional Program Coordinator, one (1) nursing tutor and four (4) career-level support personnel (fulltime: Advisor II and Administrative Assistant II; part-time: two Clerical Specialists). Salaries for full-time faculty are determined using compensation guidelines within the Collective Bargaining Agreement between the Board of Trustees of Florida State College of Jacksonville and the United Faculty of Florida State College of Jacksonville (pages 32-34). The current pdf-type document can be accessed on the Human Resources website protected by employee login which will be provided to visitors onsite. Base salaries for nursing faculty are the same for all faculty employed by Florida State College at Jacksonville, but because of a critical shortage in nursing faculty, up to 20% above base salary funds can be added to the compensation package at the discretion of the campus president. In addition, a Strategic Value Annuity (SVA), through a fund provided by local health care agencies, is another mechanism available to the Campus President to match market conditions for ADN faculty compensation. Base salary for ADN faculty is $40,080 per the United Faculty of Florida Collective Bargaining Agreement. The minimum starting salary for full-time associate degree nursing faculty with a Master degree in Nursing is $46, inclusive of a Strategic Value Annuity. Base salaries for full-time faculty are based on thirty workload units across 180 workdays per academic year. Faculty may be contracted for additional work at additional pay. Minimum base salary for each level of faculty is reflected in Table 5.1.2: 75

76 Table 5.1.2: Base Faculty Salaries at Florida State College at Jacksonville Level 1 Bachelor s Degree $37,104 $37,104 Level 11 Master s Degree $40,080 $40,080 Level IV Earned Doctorate $45,552 $45,552 Adjunct faculty members at Florida State College at Jacksonville are paid at a rate of $ per Work Load Unit (WLU). One WLU is equivalent to one credit hour, and a typical adjunct faculty member contract in the nursing education unit will cover a single three credit course. Adjunct faculty teaching a laboratory or clinical course are paid at a calculated rate dependent upon number of students and number of clinical hours. Resources are provided from a variety of College-wide and North Campus departments. The Associate Vice-President of Purchasing and Business Services provides funds to cover such needs as hazardous waste pick-up and disposal, phone service/repair, shredding services, and utilities. The North Campus Library and Learning Commons, consisting of the Library and Learning Center, uses their budgeted funds to provide reference materials and instructional software for student use. Another source of funding for the ADN education unit and other health programs is through the Health Programs Plan, which is managed through the Florida State College s Foundation. Four (4) key areas are targeted by the plan Student Success, Professional Development, Marketing and Program Expansion, and Provision of State of the Art Equipment and Technology. The Vice-President of Student Development and Community Education plans, markets, and funds open houses and other recruitment activities conducted by the Campus Enrollment Leader and program leaders. Requests for funding are routed through the Student Success Office. Another source of funding for professional development for the ADN education unit is through the Florida State College at Jacksonville Foundation. As a result of this funding, additional opportunitities for faculty participation in conferences, workshops, and seminars are provided to enhance and expand existing opportunities. 76

77 Capital outlay funds are used for the purchase of new equipment and equipment replacement. Other funding sources for equipment include Carl Perkins grants and state or federal grants. A $247,500 grant from the Department of Health and Human Services (HRSA) was awarded in 2010 to enhance instruction through the use of high fidelity human patient simulators. The funding provided for videotaping student experiences with human patient simulation, birthing simulation, and simulated electronic medical records (EMR) documentation. The ADN education unit s operating budget is developed annually in the spring by the Associate Dean - Associate Degree Nursing with ADN faculty and the Dean of Career Education. Budget preparation is a collaborative effort to ensure that anticipated needs have been adequately addressed. Following review by the Campus President s Cabinet, the ADN education unit and other departmental budgets are approved by the Campus President and forwarded to the VP for Administrative Services. The Campus planning and budget planning process will be available on site. The Associate Dean - Associate Degree Nursing periodically reviews budget and operational needs with full-time ADN faculty and the Dean of Career Education. A college-wide mid-year budget review is conducted each December in order to reallocate funds as needed. A copy of the college-wide procedures for budget development is available on site for the visiting team. Provisions are in place to fund unexpected expenditure requirements in the ADN education unit from reserves held by the Campus President or the College Vice-President of Administrative Services. The ADN education unit receives adequate financial support and resources to meet its goals, including faculty development and instruction. Professional development opportunities are available through the Academy for Professional Development (AFPD) using the Human Resources website protected by employee login. Additionally, every full-time and regular part-time Florida State College at Jacksonville employee is reimbursed for matriculation and tuition fees for courses taken at the College. Through the Graduate/Undergraduate Course Program, tuition reimbursement up to $4,000 per year per faculty member is provided by the program. The Academy for Professional Development provides the bulk of professional development opportunities through campus-based programs offered throughout the year to all Florida State College at Jacksonville faculty and staff (including adjunct faculty) at no charge. Development programs include 77

78 training in Blackboard Learn, Microsoft Office software, and utilization of Florida State College resources. The Applied Center for Instructional Design provides training in uses of multimedia to support learning and offers one-on-one tutorials to faculty and staff in the use of various software packages. The Center for the Advancement of Teaching and Learning provides campus-based and College-wide pedagogical seminars and workshops helping faculty to make use of various learning support tools. Tuition reimbursement and sabbaticals are also available for nursing faculty and staff. Funds for nursingrelated professional development are available through the nursing education unit s budget, a campusbased budget that is managed by the Campus President, the Health Programs Plan, and Carl Perkins Funding. Criterion 5.2 Physical resources (classrooms, laboratories, offices, etc.) are sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of faculty, staff, and students. The Associate Degree in Nursing Program shares a centrally-located suite of staff and administrator offices with the BSN and Nursing Related Programs on the second floor of the C Building on North Campus. Offices for the Associate Dean of the BSN Program, the Associate Dean - Associate Degree Nursing, and the Nursing Related Instructional Program Manager are found within this suite of offices, along with clerical and other support staff members. A nursing education conference room is available. When additional conference space is needed, conference rooms on the first floor of C Building or in the Library and Learning Commons are utilized. Common use facilities available to nursing faculty and staff include a reception area, faculty lounge equipped with tables and chairs, a kitchen area with appliances and faculty mail boxes. There is also a faculty workroom equipped with a desk-top computer, two (2) copy machines, nursing related resources and supplies, and storage space for equipment and instructional materials. At the Deerwood Center, the nursing program area is located on the second floor of the facility within the G area. Within the Deerwood Center there are conference rooms located in the building that can be used by the nursing program. Common use facilities for all faculty at the Deerwood Center is a faculty lounge that is equipped with kitchen facilities. Copy machines for faculty use are located throughout the Deerwood facility. The Associate Dean-Associate Degree Nursing and Nursing Lab Manager have established a schedule to be at the Deerwood Center to meet the needs of the Deerwood students. The Associate Dean-Associate Degree Nursing is scheduled at the 78

79 Deerwood Center on a bi-weekly basis generally on Wednesdays. The Nursing Lab Manager is scheduled at the Deerwood Center based on the needs of the faculty and students. Full-time ADN faculty members have a fully-equipped private office which includes a desk, printer, telephone, filing cabinet and shelves. Full-time faculty are issued a laptop computer. There are two faculty offices located at the Deerwood Center that have the same equipment. Adjunct faculty members share offices but they have access to a workspace with a computer located in the faculty workroom. There is a cubicle-type office for the clerical support staff person. Offices and clinical laboratories for the nursing education unit are on the second and third floors of the C building on the North Campus. Faculty offices at the Deerwood Center are located within the nursing program area. There are currently two designated faculty offices at the Deerwood Center. At the North Campus, there are currently four dedicated skill laboratories designated for use by the nursing education unit, each is 900 square feet, these laboratories are all connected, and are thus adaptable to both small and large groups. Three laboratories are regularly scheduled by faculty for instructional purposes and one is reserved for students independent practice. The independent practice laboratory is accessible to students on a walk-in basis seven days a week. Each laboratory is serviced by a core storage area. A locked medication cart is available for supervised practice. An advanced nursing skills laboratory provides a hospital-like setting where students have opportunities to work with high fidelity human patient simulators and monitoring equipment. The position of Nursing Laboratory Coordinator is responsible for maintaining clinical laboratories for student use (job description available on site). ADN faculty members who elect to use the on campus advanced nursing laboratory are responsible for student supervision in the laboratory. The Deerwood Center also provides a nursing skills laboratory and an advanced nursing skills lab similar to the facilities at North Campus. The laboratory at the Deerwood Center is 549 square feet and contains five hospital beds. Both low fidelity and high fidelity simulators are available at the Deerwood Center. Students have equal resources at the North Campus and Deerwood Center. An Instructional Program Coordinator coordinates community-based clinical experiences with ADN faculty, and the Clinical Liaison staff member facilitates collection, follow-up and maintenance of 79

80 student clinical background checks and drug screen information. Offices for these employees are located on the third floor of the C Building, adjacent to the general nursing skills laboratories. North Campus and the Deerwood Center house a significant number of technology-equipped classrooms and laboratories. All of the dedicated nursing classrooms are equipped with smart multimedia technology such as: computer, projector, screen, speakers, VCR/DVD, and a digital presenter or document camera. Classrooms used by the ADN education unit are close to nursing laboratories, and are located on the second and third floors of C Building. Dedicated nursing classrooms are: C-223, C- 224, C-248, C-250, C-302, C-314, C-315, C-316, C-329, C-341, C-342, C-343, B-301, A-301 at the North Campus and G2721 and G2719 at the Deerwood Center. These classrooms are large enough to accommodate students, and have scheduling availability during daytime and evening hours, Monday- Sunday. Within the ADN program, class size is currently limited to students or less each semester. If there is a need to combine classes, larger classrooms are available on the campus. Whenever additional facilities are needed for a special purpose, such as a computer lab, these arrangements are made in collaboration with other program managers. Some ADN students have classes in the evenings and on Saturdays when demand for classroom space is never an issue. Criterion 5.3 Learning resources and technology are selected by the faculty and are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery. Learning Resources The major learning resource utilized by the nursing education unit and faculty is the Florida State College North Campus Library Learning Commons (LLC), located in building D-301 and the Deerwood Center Library and Learning Commons, located in G2700 of the Deerwood Center. The Library and Learning Commons in both locations are adjacent to the nursing education unit. The North Campus Library and Learning Commons occupies an area of 46,656 square feet, and the Deerwood Center LLC occupies an area of 22,709 square feet. Both locations have areas designated for student utilization that include multi-media workstations, internet access and online databases, study carrels, audio-visual carrels, study tables, study rooms, microform viewing/printing stations, word processor stations, viewing rooms (large and small groups), lounge seats and a classroom for 80

81 bibliographic instruction. All of these items are strategically located to allow for easy access to the open stacks and other learning aids. Every Library and Learning Commons location also includes, in addition to its library services, Learning Centers that provide walk in tutoring services for students. Current Learning Centers include the Communications Lab, Math Lab, Science Lab and Foreign Language Lab. The North Campus LLC is open Monday - Thursday 7:30 a.m. 10:00 p.m., Fridays 7:30 a.m. 5:00 p.m., and Saturdays 8:00 a.m. 4:00 p.m. for a total of 75.5 hours each week and the Deerwood Center LLC is open Monday Thursday 8:00 a.m. 8:00 p.m. and Friday 8:00 a.m. 12:00 p.m. Three other Florida State College Library and Learning Commons, at the Downtown Campus, Kent Campus and South Campus, are available to all Florida State College students for weekday and Saturday hours. Students are able to access nursing data bases from these locations. In fact, the College s Library Web site ( and Virtual Library ( are available continuously on each Florida State College campus and center through Internet access. Virtual Tutoring Labs are also available for students online through the Blackboard Community which is accessible with their student logon and password. The North Campus LLC and Deerwood Center LLC, strive to support all educational programs located at each site, including the nursing education unit, has traditional print sources such as books, indexes, and periodicals. The collections have both reference and circulating titles, which are classified by the Library of Congress Classification System. As of January 1, 2011, the North Campus LLC holds a total of 38,268 volumes in its collection, to include 2,106 printed titles on health-related subjects. The Deerwood Center LLC holds a total of 16,769 volumes in its collection with approximately 350 printed titles on health-related subjects. Many of these titles are well circulated and more than one copy of the title may be owned, adding to the total number of physical books in the collection: 81

82 Subject Area North Campus Health Related Titles Owned Deerwood Center Health Related Titles Owned Nursing Diseases Pharmacology Genetics Pain 30 5 Human Anatomy Medicine Medical Dictionary In addition to the printed resources, both the North Campus LLC and Deerwood Center LLC, have a total of 1,218 full-text electronic book holdings in health related areas that are accessible to students from any computer with Internet access: Subject Area Quantity Nursing 176 Disease 348 Pharmacology 25 Genetics 129 Pain 29 Human Anatomy 11 Medicine 401 Medical Dictionary 99 The periodical collection, which supports research activities in the nursing field, contains both current and back issues of approximately 71 periodicals located at the North Campus LLC and 5 periodical titles located at the Deerwood Center LLC. A list of nursing periodicals will be available on site. Educational and research activities are further enhanced by technology. In addition to the traditional print sources, the North Campus LLC and Deerwood Center LLC have an online computer catalog, LINCC (Library Information Network for Community Colleges), which allows for quick and easy retrieval of materials as well as other pertinent titles housed at other Florida State College Campuses. LINCC is the Library Information Network of the 28 Community and State Colleges of the State of Florida. Also available with LINCC are full-text journal articles (currently over 9,000), newspapers (some with fulltext back issues), a statistical database, and many other resources. 82

83 Materials from any Florida State College Library and Learning Commons may be requested to be sent to another campus for pick up through interoffice mail. Any material located at another campus, can be sent and be available for pick up by the requester within 48 hours. The materials not readily available at the Florida State College LLCs can be requested through interlibrary loan (ILL) for use by students and faculty. Most ILL requests can be completed online from any internet connection. ILL courier service is available between all state and community college libraries in Florida, state university libraries, most private institutions higher education libraries and points within the public library systems of most Florida cities. This courier service arrives three times per week. On-line Resources ADN students using library resources at other campus locations or at home can access on-line journals and periodicals at any time using internet access. In addition to the traditional print sources, the North Campus Library has an on-line computer search engine, PRIMO, which allows for quick and easy retrieval of thousands of books and e-books, full-text journal articles, magazine and newspaper articles and audiovisual materials. PRIMO is a newly adopted library information network for all twentyeight (28) community and state colleges within the state of Florida. PRIMO also provides a direct link to holdings at the nine state universities in Florida on the Florida State College at Jacksonville Library and Learning Commons home page. Electronically accessed on-line databases are available and heavily used for teaching, learning and research. There are approximately 100 on-line databases offering both general and specialized access to periodical and newspaper information. Some provide full-text coverage and others provide only an index; still others give an abstract, simple or detailed. The most recently acquired database is OVID Nursing Full Text Plus, a comprehensive source of full text journal content through the current date with links to relevant full text Evidence-Based Medicine Reviews. Health-related databases to which the library subscribes include those listed in Table 5.3b: 83

84 Table 5.3.b: Health-Related Databases at Florida State College at Jacksonville Associates Program Source Plus (EBSCO) Biomedical and Life Sciences e-journal Collection (Springer) Child Development and Adolescent Studies (EBSCO) CINAHL Plus Full Text (EBSCO) Consumer Health Complete (EBSCO) Current Issues in Health (Wilson) Dentistry and Oral Science Source (EBSCO) Health and Nursing (EBSCO) Health and Wellness Resource Center (Gale) Health Reference Center (Facts on File) Health Reference Center Academic (Gale) Health Source: Consumer Edition (EBSCO) Health Source: Nursing/Academic Edition (EBSCO) MasterFILE Premier (EBSCO) Medicine e-journal Collection (Springer) MEDLINE via FirstSearch (OCLC) MEDLINE with Full Text (EBSCO) Nursing and Allied Health Source (ProQuest) Nursing Reference Center (EBSCO) Nursing Resource Center (Gale) Ovid Technologies, Inc (OVID) Physician s Desk Reference (PDR) (Micromedex) PsycArticles (EBSCO) Salem Health (Salem Press) Springer e-journal Collection Thomson Healthcare Series Audio Visual Equipment and Technology More than 400 multi-media/audio-visual (AV) nursing and health related materials are available for the ADN program. While some of the AV materials are in videotape ½ inch format, nursing faculty and library staff are in the process of updating the collection to DVD. Multi-media/audiovisual equipment is available for utilization of the various AV materials. These include computers, electronic presentation units, video projectors, ½ inch videocassette players/recorders, monitors, DVD players, slide projectors, ELMO/overhead projectors and cassette tape recorders. Specialized AV equipment used for videotaping is housed in the LLC for student and faculty use, and is kept at various points around the campus for access by the faculty. Equipment can be checked out from the LLC by faculty for use in the classroom. ADN faculty can call on the LLC staff to provide videotaping services or multi-media set-ups for special presentations such as new student orientations, as well as for prospective faculty interviews, which are frequently videotaped. Many classrooms located at North Campus and Deerwood Center are equipped as smart classrooms for electronic and internet presentations and are supported by the Library and Learning Commons. Actual classrooms will be available for observation during the visit. The college has computer labs for students. The Library and Learning Commons at North Campus contains 138 computers in the open lab. The Library and Learning Commons at Deerwood 84

85 contains 100 computers in the open lab. All of these technologically advanced resources and facilities are available for use by students, faculty and staff. Library Staff Within the LLC Trained library personnel who understand the importance of research and are skilled in the use of all library resources are available at all times that the library is open, in order to provide quality service to students, faculty and staff utilizing the facility. The North Campus Library and Learning Commons staff consists of one full-time Associate Dean, holding a doctoral degree, two full-time librarians, one doctorally prepared; four part-time librarians, one full-time Advisor I - Library, one Academic Success Center Manager, two Academic Success Center Advisors, three full-time library assistants, one part-time library assistant, one full-time multi-media specialist, and a varying number of student assistants. The Deerwood Center Library and Learning Commons staff consists of one full-time Director, holding a Master s Degree in Library and Information Studies (MLIS), one full-time Librarian (MLIS), four part-time Librarians (MLIS), one full-time Library Manager, one part-time Library Assistant, one full-time Advisor II English & Reading, one full-time Advisor II Math & Science, one part-time Advisor II Math & Science, one part-time Advisor II Foreign Language, one full-time Academic Success Center Advisor, one fulltime Multi-media Specialist and a varying number of student tutors. Library assistants as well as certified librarians are available to assist students in locating and using audiovisual materials and equipment. Librarians instruct and assist in locating information in the general on-line databases and also in the on-line databases of the LINCC system. Formal instruction is available for operation of AV materials, equipment and researching databases upon request for classes, small groups or individuals. LLC staff members can provide student access to technology-based instruction in general areas such as basic mathematics, reading, English and foreign languages. Computer tutorials, videos, learning packets, and audio tapes are some of the tools used. Face-to-face review and support is also available. LLC and ADN Collaboration The North Campus and Deerwood Center LLC s are committed to establishing holdings to support the ADN curriculum. This is accomplished by seeking requests from ADN faculty, the ADN 85

86 Nursing Materials Coordinator, Dr. Victoria McGlone, and the Associate Dean - Associate Degree Nursing as well as utilizing library tools for the selection of books and materials. The LLC budget for fiscal year ( ) has $85,600 for books and materials, with 40% of this amount allocated to all nursing and allied health material requests. Additional educational materials and supplies are funded from the ADN education unit s operating budget and equipment budget. Carl Perkins funding and the Health Programs Plan funding are additional sources for equipment funding. A dynamic, responsive and continuous collaborative process between ADN faculty and the LLC staff serves as a method of evaluating, acquiring, and maintaining appropriate and up to date holdings. Print, on-line, and audiovisual holdings are provided by LLC staff on request. ADN faculty review holdings at the close of each semester as they prepare course materials for the following semester but a comprehensive faculty evaluation takes place each May. Any decisions regarding addition or deletion of materials is also shared with other Nursing/Nursing Related Program faculty before LLC act on ADN recommendations in the event the resource is also used by another program. Criteria used when considering replacement or deletion of print holdings includes historical value, currency of content, and publication dates older than five (5) years. The major criteria used during the evaluation of audiovisuals are condition and currency of content and documentation of this process will be available on site. Publisher catalogs are circulated to inform nursing and health-related faculty when new materials and equipment are available. Audiovisual previews are arranged to evaluate titles before requests for purchases are submitted. Any faculty requests are compiled and sent to the LLC. When items are received into the LLC, the department is notified in writing. Lists of newly acquired holdings are distributed to faculty using . Technology Support Along with the resources, these LLC staff are very valuable to the success of the nursing education unit. AV equipment is housed in the Library and Learning Commons for students/faculty use, and is kept at various points around the campus for access by the faculty. Equipment is available for checkout from the Library and Learning Commons by faculty for usage in the classroom. The nursing faculty have access to the Faculty Resource Center (FRC) overseen by the multi-media specialist. The nursing faculty regularly call on the multi-media specialist from the LLC to provide multi-media set-ups for 86

87 special presentations (new student orientation and Honors Day) as well as for prospective faculty interviews (which are frequently videotaped). Additionally, faculty will often have special classes and/or workshops videotaped and placed in the Library and Learning Commons for student use. The Deerwood Library and Learning Commons also houses a Faculty Resource Center, overseen by the Multi-media Specialist. The Multi-media Specialist is available for appointments with faculty for one-on-one assistance with developing presentations and utilizing the various technologies located within the center. The Multi-media Specialist at the Deerwood Center LLC, is also available to train faculty on the use of the Blackboard Online Learning Environment. Criterion 5.4 Fiscal, physical, technological and learning resources are sufficient to meet the needs of faculty and students and ensure that students achieve learning outcomes. ADN students enrolled in classes at Florida State College at Jacksonville have access and use of the Blackboard Learn version 9.1 electronic learning platform to support on-line learning at no additional cost. Individuals are initially assigned a login user name and password and are then asked to reset their passwords before their first successful entry into the Blackboard Learn system. Blackboard Learn is easily accessible through computers and mobile electronic devices and does not require a high level of technologic expertise. Students and faculty who do not have access to a computer or mobile electronic device are able to come to any Florida State College campus or Center to use a computer at the LLC. Students and faculty are advised that the most successful student experience will require access to a computer with basic word processing software to facilitate learning. Within the ADN education unit, every course currently relies upon access to Blackboard Learn to facilitate course information and to post assignments (technology-enhanced instruction). Use of this learning system provides a secure and easily accessible portal for communication but is not meant to become the only means of communication. Each faculty member designs a own blend of technologyenhanced and face-to-face activities in an attempt to optimize learning. Faculty members deliver instruction and facilitate learning using a variety of strategies including written assignments, web-based discussion boards, video and audio links, lecture, debate, and group projects. Students have access to a 24 hour, 7 days week helpdesk that can be accessed by telephone or by . 87

88 Standard 6 - Outcomes Standard 6: Evaluation of student learning demonstrates that graduates have achieved identified competencies consistent with institutional mission and profession standards and that the outcomes of the nursing education unit have been achieved. The associate degree nursing education unit at Florida State College at Jacksonville participates in three (3) levels of ongoing assessment and evaluation that include institutional, campus, and program levels. At the institutional level, data are used to demonstrate fulfillment of the expectations set forth by the Southern Association of Colleges and Schools (SACS COC) accrediting organization and the College. At the campus level, data are compared to operational benchmarks reflecting departmental goals. At the program level, a systematic evaluation plan (SEP) uses an orderly process to routinely evaluate all aspects of the program. Each year the program leaders at the North Campus are asked to complete a plan which is tied to the program s aims and purposes, campus goals, college goals and the budget process. At the end of the year, an annual report is compiled detailing progress of the program plan. Each objective in the departmental plan has measurable outcomes which can be utilized to track program effectiveness. A revised plan is prepared for the subsequent year based on the accomplishments and challenges experienced (available on site). In addition, program leaders participate in the college wide College Program Review (CPR) process. Every year, programs are reviewed and assessed for enrollment status, class efficiency and student success outcomes (completion and placement rates). If a program is flagged for deficiencies in any of the areas above, a revitalization plan and budget request are prepared and submitted to the Associate Vice President for Career Education. Criterion 6.1. The Systematic Plan for Evaluation (SPE) emphasizes the ongoing assessment and evaluation of the student learning and program outcomes of the nursing education unit and NLNAC standards. The nursing program Systematic Plan for Evaluation (SPE) is well developed, utilized, and is congruent with the 2008 NLNAC standards and criteria, the Florida State College at Jacksonville mission, and the Florida Board of Nursing regulations for nursing education, and the Florida Department of Education Statutes. The nursing program works with Ulrich Research Services, Inc. to provide a survey for nursing graduates and employers of nursing graduates. The nursing education unit uses the data provided by the Ulrich Research Services, Inc. to track trends regarding nursing students and graduates and. For example, Survey Results and Analysis data is one of the resources the SPE uses as a program 88

89 satisfaction measure. The SPE was originally developed and implemented by the faculty in 2004, and has been reviewed and revised based on the 2008 NLNAC Accreditation Standards. On September 4, 2009, the faculty began revising the evaluation plan to incorporate 2008 NLNAC Standards and Criteria as provided on the NLNAC website. All NLNAC standards were reviewed during the 2011 self-study process. Table illustrates the three year cycle for focused review of the NLNAC Standards. Focused cyclical evaluation of SEP criteria is planned using the following schedule: Table 6.1.1: Planned evaluation of NLNAC Criteria in SEP NLNAC Standard Year 2011 Year 2012 Year 2013 Year 2014 STD 1 X X STD 2 X X STD 3 X X STD 4 X X STD 5 X X STD 6 X X The evaluation plan and resulting data are initially reviewed by the course teams and nursing committees. The recommendations are forwarded to the entire faculty for approval at the annual SPE meeting, which is held in May. Revisions may occur more frequently if needed. Tools used in gathering assessment data (i.e., graduate and employer surveys and standardized examinations) are reviewed by faculty. The achievement of benchmarks are reviewed, discussed, and tracked with decisions documented in minutes. The faculty are currently implementing new methods to increase the response rates on program surveys such as: 1) faculty distributing the graduate surveys to those working in local hospitals and 2) faculty distributing employer surveys to unit managers at local agencies. The SPE was last reviewed in December Nursing program outcome data and student learning outcome data are reviewed annually or more frequently if warranted. Table presents a summary of the program outcomes that are evaluated on an ongoing basis. 89

90 The WEAVE process for SACS accreditation was initiated in Student learning outcomes were developed in this process and were defined in Data was available starting fall The Systematic Plan for Evaluation follows the narrative for Standard VI. Table Summary of Student Learning Outcomes Student Learning Outcomes Communication (1). Use effective communication skills appropriate for nursing. Critical Thinking (2). Apply clinical judgment in providing care throughout the life cycle using the nursing process. Professionalism (3). Demonstrate a commitment to ethical/legal practice and continuous learning for personal and professional growth. Program Specific (4). Provide competent and safe client in health care settings. Teaching-Learning (5). Engage in teachinglearning strategies with clients throughout the life cycle. Time frame for Measurement Measurement Tools see paragraph above Care Plans 2. HESI testing HESI testing 2. Clinical Performance Achievement Target To be measured cycle 1. 80% of students will achieve a minimum score of 850 on HESI Exit exam. 2. Students will have no more than one U or unsatisfactory on clinical performance evaluation To be measured cycle HESI testing 2. Clinical Performance 1. 80% of students will achieve a minimum score of 850 on subconcept of therapeutic nursing intervention. 2. Student will have no more than one U or unsatisfactory on the clinical evaluation form used to evaluate students during their clinical rotation Presentations To be measured cycle Findings To be measured cycle 1.HESI Exit exam scores were examined for 154 students. The mean score was 834. Analysis of the critical thinking component % (82 of 154 Students) 2. One student in the class of 154 (0.65%) was unsuccessful in the evaluation (Nursing Process component) To be measured cycle 1. The HESI Exit exam was given to 154 students in the 4 th term of the Associate Degree in Nursing Program. The average score was a ( Program Specific component) 89 of 154 students (57.79%)scored > 850 (therapeutic nursing component) (ADPIE). 2. One student in the class of 155 (0.65%) did not receive a satisfactory rating on the clinical evaluation (nursing process) To be measured cycle The SPE emphasizes the ongoing assessment and evaluation of student learning outcomes as well as program outcomes. The plan for systematic evaluation provides information related to Standards of Evaluation, Components of Evaluation, Expected Levels of Achievements, Frequency of Evaluation, 90

91 Assessment Methods of Evaluation, and Responsibility for Evaluation and Actions for Program Development. In 2010, the college was awarded a federal grant to increase minorities in the discipline of nursing from the Health Resources and Services Administration (HRSA), which created a new cohort of students. Students in the HRSA cohort were admitted with the same criteria as the generic ADN population and received the same instruction with the same nursing faculty as the generic ADN population. Data related to this cohort will be provided later in this Standard. Criterion 6.2. Aggregated evaluation findings inform program decision making and are used to maintain or improve student learning outcomes. Aggregated evaluation findings are discussed first in course team meetings and then brought to the full faculty at faculty meetings for informed decision-making and to maintain or improve student learning outcomes. If appropriate, the item is referred to one of the standing committees for further review or revision with a recommendation back to the full faculty for a final vote. Table reflects examples of program changes that have been made as a result of aggregated data findings. Additional methodologies, which will be discussed in Criterion 6.5.1, were also implemented. Table reflects Examples of Program Changes that have been made as a result of aggregated data findings Program Evaluation Identified Problem Action Evaluation Year 2011 NUR 1210C (Adult Health I) inadequate depth in pathophysiology content on clinical care plans. Assigned point system for evaluating care plans. Improved pathophysiology process. Multiple issues with system interface discontinued unit examinations on blackboard 9.0. NUR 2421C (OB) use of technology/simulate online testing. Student learning resources 2010 Course deficiencies in NUR 1210C (Adult Health I) critical thinking examination scores. NUR 2310C (Pediatrics) Students did not recognize community resources available. NUR 1060C (Health Assessment Lack of recall from Anatomy and Physiology course. All unit examinations in Blackboard 9.0 Upgraded online database for professional nursing journals. Incorporation of collaborative critical thinking exercise HESI custom examination added. Addition of clinical community sites (ex. Alden Road School for exceptional children). Implemented Iclicker quizzes on Anatomy and Physiology of body systems. 91 Enhanced electronic access to nursing research and professional journals. Considering adding case studies Utilization of community resources Focused assessment scores improved

92 2209 NUR 1140 (Pharmacology) Course online, learning outcome not met. NUR 2421C (OB) Utilization of Evolve website Course and program evaluation Incorporated the course to hybrid with only three online classes. The remainder were face to face meetings. Incorporating Evolve online resources. Standardized and quantified evaluation surveys for all courses and placed on blackboard. Improved student satisfaction surveys. Use of evolve case studies. Improved student survey returns. Class averages and grade variances are analyzed and item analysis is conducted on each course examination and discussed by the course teaching teams. Aggregated data from nationally normed standardized test scores are discussed by teaching teams and aggregate data from standardized tests as well as NCLEX performance is discussed by the faculty at least annually. Team meeting minutes and faculty meeting minutes reflect decisions and recommendations made for course improvement. Student learning outcomes are measured using course exams, standardized content tests, practice tests, clinical and laboratory evaluations and course grades. Course specific content tests or case studies provide the students with a customized, individualized, remediation plan and students are provided with timely feedback in the form of rationales when they take the practice tests. The SPE includes tracking the standardized test scores to correlate mastery of content areas. Although the course teams and committees report monthly to the faculty, the faculty identified ongoing systematic review of the evaluation plan as an area needing development. In response to this, the faculty developed a more organized, scheduled, systematic approach for reporting on the Systematic Plan. In Summer 2009, all committees were restructured to reflect the revised 2008 NLNAC standards and criteria. Throughout Fall 2009, faculty meetings included specific standard updates and reports in addition to standing committee reports. The faculty recognized that communication of course evaluations needed to be shared at regular intervals and beyond the individual course teams. The Program Evaluation Committee identified the lack of sharing of course evaluations and final student evaluations as a program weakness. A new student questionnaire was developed as part of the Program Evaluation Action Plan that was presented to the faculty in October 2010 and implemented in November The plan will be utilized in the course/curriculum review and decision-making process in a systematic and 92

93 ongoing manner, and will provide a template for reporting course evaluation findings to the entire faculty (Faculty Minutes available on site). Students are provided several opportunities to evaluate faculty, course and clinical facilities. Table provides an explanation of the different tools used to obtain student feedback. Table Student Evaluation Aggregate Data Type of Evaluation Assessment Tool Used Frequency of assessment Actions for evaluation findings 1. Faculty Learning Connections/Artemis (Student Instructional End of course Shared with faculty as part of annual performance review Assessment report E-SIRS) 2. Course Blackboard End of course Reviewed and discussed by the course team 3. Clinical rotation Blackboard End of course Reviewed and discussed by course team and clinical facility educators. Criterion 6.3. Evaluation findings are shared with communities of interest. Evaluation findings from student clinical site evaluations are shared with the course faculty and the total faculty (course meeting minutes available on site). These findings are provided to the clinical educators at the appropriate facility. The Associate Dean of Associate Degree Nursing is required by statute to disseminate program specific information to the Florida Board of Nursing (FBON) and to the Office of Program Policy Analysis and Government Accountability (OPPAGA) on an annual basis. Annual NCLEX pass rates are available to the public on the FBON web site. Evaluation findings are shared with communities of interest in an informal manner at the annual clinical placement meetings. In addition, the Associate Dean of Associate Degree Nursing attends the biannual Florida Council of Nurse Educators Association (FCNEA) meeting, which consists of all associate degree Deans and Directors from the State of Florida. Information related to all state associate degree programs is shared in an open dialogue with fellow colleagues. The Nursing Education Advisory Committee and the Campus Communities of Interest Advisory Board provide additional sources for sharing program information and data. The Nursing Workforce Diversity grant also comprehends an Advisory Board with hospital representatives that receives program evaluation information. 93

94 Criterion 6.4. Graduates demonstrate achievement of competencies appropriate to role preparation. The graduates of Florida State College at Jacksonville nursing program demonstrate achievement of entry level competencies as evidenced by attainment of measurable behaviors, knowledge, actions and skills that are essential to the practice of nursing. The entry level competencies are evaluated through: 1) student learning outcomes for each course, 2) program evaluation/completion rates 3) NCLEX-RN success rates, and 4) graduate and employer satisfaction with the program. Entry level competencies reflect NLN Associate Degree Level Competencies and the Florida Nurse Practice Act. Graduates demonstrate competency by successfully completing course examinations, nursing laboratory skills testing, meeting clinical objectives, nationally normed standardized tests, and obtaining a passing score on the NCLEX-RN exam. Program satisfaction by graduates and employers is evaluated by surveys to identify how well the program prepares students to achieve student learning outcomes and meet role preparation competency expectations. Demonstration of achievement of the competencies appropriate to role preparation is found in the annual employer survey requested by the nursing program and is conducted by Ulrich Research Services, Inc. The Employer Survey uses a combination of standard survey questions and a rating scale for employers to indicate level of agreement with each statement as it pertains to the competencies of the new Florida State College at Jacksonville graduates they have employed. Traditionally, the return rate on these surveys has been poor with minimal returns in 2009, minimal returns in 2010 and 5 returns in The low return rate has been discussed at the Bi-annual Nursing Education Advisory Committee meetings to solicit assistance in improving response rates from employers. In 2009 the surveys were mailed to the facilities with an enclosed return envelope; in 2010 surveys were again mailed to the facilities with a return envelope and the option to complete the survey on line. In 2011 in order to increase response rates surveys were sent electronically by the Ulrich Research Services, Inc. and phone calls were made. Offering an electronic version of the Employer Satisfaction Survey has led to an increase return rate of the surveys. The improvement in return rate is related, at least in part, to a change in the method of distribution. The employer survey tool was amended to directly correlate to the student 94

95 learning outcomes and will be implemented in December 2011 for the assessment of the May 2011 graduates. (see Appendix M) The results of the employer survey are displayed in Table Table EMPLOYER SURVEY 2009 & sent sent Satisfaction Returns = 5 Returns = 0 Categories with Satisfaction Rates Work Quality No data/no returns 100 % Technical Skills No data/no returns 100 % Personal Skills No data/no returns 100 % Overall Average No data/no returns 100 % Criterion 6.5. The program demonstrates evidence of achievement in meeting the following program outcomes: NCLEX-RN performance Program completion Graduate satisfaction Employer satisfaction Job Placement The Nursing Program has established program outcomes (Associate Degree Nursing Student Handbook, Spring 2012) which will be measured noted below: NCLEX pass rates will be within ten percentage points of the national mean. 80% of ADN students will achieve program completion within four semesters once admitted to the profession phase of the program. 80% of ADN graduates responding to the graduate satisfaction survey will express satisfaction with the program. 80% of employer responding to the employer satisfaction survey will report satisfaction with the graduates they have employed. 50% of ADN graduates will be employed within six months of graduation. Expected Levels of Achievement (ELA) for each program outcome have been presented to the faculty for discussion and approval. For those outcomes where the ELA is not met, a specific action with a time frame has been established. A summary of program outcomes is depicted in Table

96 Table 6.5. PROGRAM OUTCOMES SUMMARY Required Program Outcomes Performance on NCLEX-RN 2011 Expected Level of Achievement The licensure exam pass rates will be within 10% of the national mean of 89.92%. Actual Level of Achievement 87.06% Resulting Action(s) Taken/ To be Taken With Time Frame for Implementation Action(s) Time Frame Full implementation of commercially available education package for all courses Ongoing with in-depth evaluation after first cohort graduates 2010 The licensure exam pass rates will be within 10% of the national mean of 86.58% % Continued implementation Practice Test implemented spring The licensure exam pass rates will be within 10% of the national mean of % % Initial implementation of commercially available education package Immediately following report of 2008 NCLEX results with implementation in spring 2009 Program Completion % 79% % 85% Graduate Satisfaction Data not available until cohort graduates in May Implementation of web based case studies and practice tests in all nursing courses. Continued implementation of commercially available education package Ongoing Now integrated throughout Nursing Courses % 100% Maintain Annual % 100% Maintain Annual Employer Satisfaction % 100% Maintain Annual % 100% Electronic % 88.1% Continue hand delivery Ongoing % 100% Hand delivery One year Placement % 96% FETPIP Ongoing % 93% FETPIP Ongoing % 93% FETPIP Ongoing 96

97 1 As reported by FBON for first-time testers in Florida as of September 30, Job placement information is dependent on reporting cycle. Placement data is collected from the Florida Education and Training Placement Information Program (FETPIP). Data for 2010 will not be posted until summer Criterion The licensure exam pass rates will be at or above the national mean. Trended data indicates a dip below the national mean in the licensure exam pass rates since See Table for a summary of NCLEX-RN pass rates for the past three years. The ELA is revised each year to reflect the national mean for ADN graduates. Since the graduates have not been achieving NCLEX success rates above the national mean, the faculty designed several strategies to improve NCLEX performance. Table NCLEX-RN Results Year Program Results Florida Mean for ADN graduates National Mean for ADN graduates % 1 Not available until % % 88.47% % % 88.41% % 1 As reported by FBON for first-time testers in the state as of September 8, Retrieved from National Council of State Boards of Nursing website at The NCLEX-RN results for 2009 were discussed by the faculty, and several options for improving pass rates were developed. First, review sessions for each course were implemented Fall The initial review sessions focused on test taking strategies in order to increase the likelihood of success in the nursing program. High risk students were strongly encouraged to attend the review/remediation sessions by their course faculty. The improvement in grades experienced by the students who participated in the review sessions was significant in that many students were failing prior to attending the sessions. Additional sessions were implemented in all courses within the curriculum beginning Spring The learning methodologies, test taking strategies, stress reduction exercises and study tips, which were offered to student nurses reinforced knowledge and skills related to their current study habits and test taking approaches or the application of new skills. No statistically significant inferences can be 97

98 made from the initial data at this time, but based on the limited data, the faculty concluded that this type of remediation is effective. Secondly, custom and HESI examinations were integrated into the curriculum in 2010, in order to provide aggregate data and trend course specific deficiencies. Finally, an informal mentorship program was developed to establish peer to peer interaction, sponsored by the Student Nurses Association (SNA). Participants in the SNA volunteered to serve as mentors to the first year nursing students needing additional support. Plan for student retention, remediation, and NCLEX-RN performance improvement: Implementation Date: Spring 2009 Summer 2009 Fall 2009 Spring 2010 Summer 2010 Fall 2011 Spring 2011 Intervention: Faculty adopted a commercially-prepared package HESI which includes case studies, standardized content specific tests and practice tests, align them with course content, and use them in conjunction with the standardized exams. Upon completion of exams, students were given individualized remediation plans. Use of high fidelity human patient simulators were added to emphasize clinical judgment for students. Increased use of web-based case studies was introduced to third semester students and continued through the fourth semester. These scenarios and case studies challenge the student s knowledge and decisionmaking skills and have now been integrated throughout the curriculum. These interactive, clinically-based scenarios cover a wide range of nursing topics and encourage application of clinical knowledge and provide exposure to a variety of question types with feedback for correct as well as incorrect responses. Faculty piloted an on-line testing strategy in Maternity nursing. The faculty are gathering data for further assessment and evaluating summaries from students, faculty and administration. Full implementation of the remainder of the package added case studies and simulation to the existing Practice Test to provide questions written at the critical thinking application level. These multiple-choice and alternate format questions are accompanied by correct answers and rationales. The Practice Tests allow students to have ample practice in NCLEX-RN style questions in an online format prior to taking the exit exam and to prepare for NCLEX testing. Course content realignment NUR 1823, Leadership was integrated throughout the multiple courses. All graduates were offered the Kaplan NCLEX review course at the college, at no cost to the student. Increase weight of HESI examination score for each course 25%, except for Role Transformation NUR 2811C will be 30%. Comprehensive HESI score below 850 in term IV after second attempt of not reaching 850 students receive an incomplete in the course. Allow 80% (average) for all course examinations (no quizzes) to pass courses at each level, except Role Transformation (NUR 1823). NCLEX-RN success rates are not yet known for the entire 2011 graduating class, so there is insufficient trended data to formulate conclusions. Data reported at the end of the third quarter of the year showed the program with an 87.09% pass rate. Use of evidence-based standardized nationally normed tests provides the student with structured remediation for individual study/review. The final piece in the package is the addition of clinical simulation cases. The case studies are not yet fully implemented, but are being integrated into the curriculum as an adjunct to didactic content. The 2011 NCLEX-RN pass rate is only available for the first three quarters of 2011, with no data yet available for graduates testing out of state, the trend shows that performance is expected to exceed the 2010 results. The 2011 graduates had benefit of the web-based scenarios, but did not have benefit of the implementation of the full NCLEX performance improvement plan. 98

99 In summary, the faculty engaged in careful analysis of the NCLEX-RN pass rates and formulated a comprehensive plan to address NCLEX pass rates that were below the expected level of achievement on the program s systematic plan for evaluation. The effectiveness of this action plan is demonstrated in the improvement in pass rates in 2008 and in the initial results for Aggregate HESI scores by cohort will be available on site. Criterion Expected levels of achievement for program completion are determined by the faculty and reflect program demographics, academic progression, and program history. Expected Levels of Achievement (ELA) for program progression and completion are determined by faculty and reflected on the program s SPE. Faculty determine the ELA and annually review both the ELA and the actual level of achievement. The expected level of achievement for program completion is that 80% of students who enter a given class will complete the professional phase of the program within four terms. Graduation rates for each cohort can be found in Table See Appendix N for program demographics. Although, faculty members chose the ELA program completion within four semesters, based on recent review it will be reconsidered that the program completion will be extended to one and a half times the program length This will be an item for discussion in the spring term Table Program Completion Rates Admission Date Admissions Completed in 4 terms Percent that completed program in 4 terms Fall % Summer % Summer (3 terms) 87% Bridge Spring % Fall % Total % Criterion Program satisfaction measures (qualitative and quantitative) address graduates and their employers. The nursing education unit s satisfaction measures (qualitative and quantitative) address graduates and their employers. The graduate and employer surveys use a combination of standard survey questions and a rating scale to provide faculty with information on program strengths and weaknesses and provides the opportunity for qualitative comments. The expected level of achievement is 99

100 that 80% of the graduates and the employers of graduates responding to the surveys will be satisfied with the Nursing Program. Information regarding Nursing Program satisfaction is obtained from a variety of sources, including course evaluations, tri-annual graduate surveys and an employer survey. The College s Graduate Survey is conducted by Ulrich Research Services Inc. six months after graduation. The trended Graduate Satisfaction Survey results indicate that the overall program rating for the nursing education unit is above the ELA of 80%. Table reflects graduate satisfaction data from the two latest surveys. Prior to 2010 Ulrich Research services indicated that there were no results of the graduate survey obtained from the graduates in 2007, 2008, and In addition to carefully considering the comments provided by the respondents for possible revision to curriculum, the faculty will examine the survey to ensure instructions are clear that the survey pertains to new graduates. Table Graduate Survey Summary Overall Rating of College Instruction 2010 report 2011 report The ADN program prepared me to utilize effective, culturally sensitive, and ethical communication methods to collaborate with patients and healthcare providers. The ADN program prepared me to develop a consistent problem-solving approach to clinical practice. Student Learning Outcome Communication Overall Program Rating Nursing Division N=17 Overall Program Rating Nursing Division N=25 100% (17) 100% (25) Critical Thinking 100% (17) 96% (24) The ADN program prepared me to utilize principles of teaching and learning in professional nursing practice. Teaching Learning 100% (17) 96% (24) My ADN program demonstrated a commitment to legal and ethical practice and continual learning for personal and professional growth. The ADN program prepared me to review and incorporate current information to guide my professional nursing practice. The nursing skills training prepared me to perform as an entry-level nurse. Professionalism 88% (15) 92% (23) Program Specific 88% (15) 88% (22) Program Specific 88% (15) 88% (22) I am satisfied with the ADN program 88% (15) 92% (23) If I were to do it over again, I would enroll in the same program. The ADN program was a good preparation for my current job. There are sufficient jobs in my occupational field to easily find employment. 88% (15) 52% (13) 76% (13) 56% (14) 24% (4) 20% (5) 100

101 Since there is a time lag between completion of the program and reporting of the graduate survey, five questions were added to the Fall, 2010 Nursing Program Feedback Summary to obtain more timely information on student satisfaction, NCLEX plans and employment status. The Nursing Program Feedback survey had a 96% return rate. Data obtained from the question asking about student satisfaction with the nursing program is summarized below. Spring 2011 Nursing Program Feedback survey had a return rate of 92%. As Table indicates 66% of the students completing the survey rated the overall program as fair or above. Satisfaction of program is defined as students rating overall score of fair or above on the program satisfaction survey. The faculty plan to continue utilizing these survey questions prior to graduation at the conclusion of the fourth semester to obtain more timely data than can be provided by Ulrich Research Services Inc. What overall rating would you give the Florida State College at Jacksonville Associate in Science Nursing Degree Program Table Nursing Program Feedback Summary Student Nursing Program Satisfaction Overall Program Satisfaction Rate Response Fall 2010 N=150 Response Spring 2011 N=146 Excellent 12% Very Good 22% Fair 32% Poor 4% 5 6 No comment 30% For a discussion of Program Outcomes, Employer Satisfaction refer to 6.4 and Table Criterion Job placement rates are addressed through quantified measures that reflect program demographics and history. The nursing department has chosen an expected level of achievement that 50% of graduates will become employed within six (6) months of graduation. The Graduate Employment Survey results indicate that Florida State College at Jacksonville graduates have been able to find employment in the years Results are pending for 2011 but there are indicators from the health care agencies in the community that employment may be more difficult to obtain in the Jacksonville area due to the national economic situation. However, the faculty believes that the 2011 nursing graduates have opportunities to 101

102 seek successful employment beyond the Jacksonville metropolitan area. Ulrich Research Services Inc. conducted graduate surveys to quantify job placement rates, but the reporting of the data is delayed by several years. As reported by the advisory committee, healthcare agencies in Jacksonville do not hire graduate nurses until they are licensed, so it is difficult to obtain comprehensive employment data for graduate nurses. Because of the time lag between completion of the program and reporting of the graduate survey, questions were added to the Spring 2010 final Student Evaluation of Course Survey to obtain information on satisfaction, NCLEX plans and employment status. Another concern is the large number of nursing programs in the Jacksonville area. With 23 nursing programs in the area, the high number of graduate nurses have saturated the community. Within the Jacksonville community most hospitals are attempting to obtain Magnet status. This is effecting the ability of the associate degree nurse to obtain employment, since magnet status requires a baccalaureate degree as entry level into nursing practice. The graduate employment query is summarized in Table below. Table End of Program Summary Employment Status Response Have you obtained employment as a nurse after Spring 2011 you graduated? n=27 Yes 69% (18) No 31% Based on historical data from prior years, it is expected that the program job placements will meet the expected levels of achievement. The graduate surveys are collected at 6 months and one year after graduation, so faculty are looking at other ways to obtain the data in a more timely fashion. Criterion 6.6. The systematic plan for evaluation encompasses students enrolled in distance education and includes evidence that student learning and program outcomes are comparable for all students. The ADN education unit encourages faculty to offer technology-enhanced instructional delivery. This instructional delivery format is consistent with student learning and program outcomes. Evaluations are consistent for all students in the ADN program. See Standard 4, table for learning activities and evaluation methods. 102