FORMAL PROPOSAL FOR A NEW DEGREE PROGRAM and DISTANCE LEARNING DELIVERY (Program is New and Institution Currently Offers Distance Learning Programs)

Transcription

1 FORMAL PROPOSAL FOR A NEW DEGREE PROGRAM and DISTANCE LEARNING DELIVERY (Program is New and Institution Currently Offers Distance Learning Programs) Form 3A Institution: Columbus State University Approval by President or Vice President for Academic Affairs: Dr. Tom Hackett, Provost and Vice President for Academic Affairs Date: April 17, 2014 School/Division: College of Education and Health Professions Department: School of Nursing Departmental Contact: Dr. Cheryl Smith Name of Proposed Program/Inscription: Family Nurse Practitioner (FNP) Program Degree: MSN Major: Family Nurse Practitioner CIP Code: Anticipated Implementation Date: Fall 2014 Indicate whether the program will be nominated for inclusion with the SREB Electronic Campus (Yes or No): Yes Note: The institution will submit all approved online programs for inclusion in the Georgia On My Line (GoML) directory. Approval by Chief Business Officer (or designee): Contact Information: Approval by Chief Information Officer or designee: Contact Information: 1

2 1. Description of the program s fit with the institutional mission, existing degrees and majors. The mission of Columbus State University (CSU) is to empower people to contribute to the advancement of our local and global communities through an emphasis on excellence in teaching and research, life-long learning, cultural enrichment, public-private partnerships, and service to others. The proposed Family Nurse Practitioner (FNP) program addresses several elements of the CSU mission. Nurses and nurse practitioners epitomize service to others through direct and indirect patient care roles. Family nurse practitioners are able to provide primary care to individuals across the lifespan and in a variety of healthcare settings. Nurse practitioners positively impact the local community through the diagnosis and treatment of illness, promotion of health, and research to expand the knowledge base of nursing. Since the proposed FNP program will be offered fully online and in collaboration with Georgia Southwestern State University (GSW), then the potential for advancing global communities is also a reality. A commitment to lifelong learning is a must for nurse practitioners who currently practice in an ever-changing healthcare environment and who must maintain certification requirements. The School of Nursing at Columbus State University currently offers three tracks in the Master of Science in Nursing (MSN) program: nurse educator, nurse leadership, and informatics. The proposed FNP program is not a duplicate of these existing tracks but offers a clinical specialty in family health. The FNP program will also add to the numerous graduate degree offerings at CSU which has been granting graduate degrees for more than 25 years. 2. Program Description and Goals: a. Institutional Priority: Describe how the proposed program is aligned with the institution s academic strategic plan. Indicate where this program falls in terms of the institution s top priorities for new degrees. The FNP program is aligned with the following goals in the Columbus State University (CSU) strategic plan: Market our value, location, creative instruction, and student engagement opportunities in the large population areas in Georgia and the Southeast Increase the value of degrees by adding resources and support for graduates leaving the university and entering the job market Improve the quality of instruction through improvements in... professional development, instructional quality and instructional technology Improve flexibility in course design and resources for all students Promote student participation in CSU s global, academic, and experiential learning programs Columbus State University maintains a 3-year forecast for new programs for the campus. The FNP program was included in new programs to be proposed during the AY for a start date of Fall

3 b. Brief description of the program and how it is to be delivered The proposed FNP program consists of a total of 44 semester hours. All students enrolled in the FNP program will be required to take five graduate core courses consisting of 15 semester credit hours. Students will also complete six courses (29 semester credit hours) specific to the family nurse practitioner role. The didactic portion of the program will be offered fully online in collaboration with Georgia Southwestern State University and in cooperation with Georgia Regents University (GRU). There are 765 clinical hours in the proposed program. The clinical portion of the program will be completed in facilities and with preceptors that have been approved by the FNP Program Coordinator and located as close to the student s geographic location as possible. Student preferences for clinical placement will be considered. It is also important to include that GRU offers a FNP program at the doctoral level (Doctor of Nursing Practice) and no longer offers the FNP program at the master s degree level. This transition created a need for a master s level FNP program that will contribute to resolving the primary care shortage in Georgia. Columbus State University s proposed FNP program will also create an opportunity for graduates to transition into GRU s DNP program. c. Goals/objectives of the Program Columbus State University (CSU) School of Nursing proposes to add an online Family Nurse Practitioner Master of Science in Nursing (MSN) degree program in collaboration with Georgia Southwestern State University (GSW) School of Nursing. The objective of the new MSN track is to prepare family nurse practitioners that are needed in the region. The family nurse practitioner program track will produce advanced practice nurses that will help meet the critical need for health care providers in the region and state. Georgia is ranked 41 st in physician supply and that number is expected to worsen with many doctors retiring, baby boomers aging, and an increased number of insured on health care rolls due to the Affordable Care Act Approximately 33 million more Americans including hundreds of thousands of Georgians will have access to health insurance because of this legislation. Mid-level health care providers, nurse practitioners and physician assistants, will be needed to fill the gaps. The graduates of this collaborative FNP program will be prepared to meet these needs. This objective is consistent with the commitment of Columbus State University to research, service to the region and the state, and community engagement through universitycommunity partnerships. The consortium of CSU and GSW will continue to pool faculty resources rather than each institution working independently on similar goals. d. Location of the program main campus or other approved site 3

4 The proposed FNP program will be offered at a distance with the didactic portion being offered fully online through Georgia on my Line (GOML) and the clinical portion completed at/with an approved clinical site/preceptor in the student s geographic location. 3. Curriculum: List the entire course of study required and recommended to complete the degree program. Provide a sample program of study that would be followed by a representative student. Include Area F requirements (if applicable). a. Clearly differentiate which courses are existing and those that are newly developed courses. Include course titles as well as acronyms and credit hour requirements associated with each course. All courses are new for CSU with the exception of NURS 6105 Research for Evidence Based Practice, which is currently being taught in the MSN program. The new courses were developed and approved for the FNP program at Georgia Regents University who shared their curriculum. Georgia Regents University will initially teach Pharmacology for the APN, Pathophysiology for the APN and Health Assessment for the APN. Curriculum Overview: Core Credit Acronym Course Title NURS 6105 Research for Evidence Based Practice NURS 6137 Pathophysiology for APN NURS 6225 Health Assessment for APN NURS 6128 Pharmacology for APN NURS 6127 Scientific Underpinnings of the APN Role NURS 6129 Health Care Delivery Models, Economics and Policy NURS 6226 Diagnostic & Clinical Reasoning for APN NURS 6229 Health Promotion of Adults NURS 6228 Health Promotion of the Elderly NURS 6227 Health Promotion of Women and Children NURS 6425 Nurse Practitioner Practicum b. Append course descriptions for all courses (existing and new courses). See Appendix B c. When describing required and elective courses, list all course prerequisites. See Appendix B d. Provide documentation that the program and all courses in the proposed curriculum have been approved by all relevant campus curriculum governance bodies. See Appendix D 4

5 e. Append materials available from national accrediting agencies or professional organizations as they relate to curriculum standards for the proposed program. The proposed MSN curriculum is consistent with the standards of the American Association of Colleges of Nursing (AACN) in the Essentials of Master's Education for Advanced Practice Nursing. These standards are included in Appendix C. The School of Nursing will seek accreditation from this organization once the program is approved and students are enrolled f. Indicate ways in which the proposed program is consistent with nationally accepted trends and standards in the discipline. The proposed MSN curriculum is consistent with the standards of the American Association of Colleges of Nursing (AACN) in the Essentials of Master's Education for Advanced Practice Nursing. The following table represents the relationship between these national standards and the proposed curriculum. AACN Masters Essentials NU RS NU RS NU RS NU RS NU RS NU RS NU RS NU RS NU RS NU RS NU RS I. Research X II. Policy, Organ, & Financing A. Health Care Policy B. Organiza tion of the Health Care Delivery System C. Health Care Financing III. Ethics IV. Professional Role Development V. Theoretical Foundations of Nursing Practice VI. Human Diversity and Social Issues VII. Health Promotion & Disease Prevention X X X X X X X X X X X X X X X X X X X 5

6 I. Advanced Health/Physical Assessment II. Advanced Physiology and Pathophysiology III. Advanced Pharmacology X X X X X X X X X X g. If internships or field experiences are required as part of the program, provide information documenting internship availability as well as how students will be assigned, supervised, and evaluated. Students will be required to complete a clinical/lab component in NURS 6225, NURS 6226, NURS 6229, NURS 6228, NURS 6227 and NURS 6425 and will total 765 hours for the program. These clinical experiences will be coordinated by the teaching faculty in the MSN program. Selected masters-prepared/doctorallyprepared nurses and physicians in the students geographic areas will be recruited and approved to serve as preceptors during the nurse practitioner role experiences. The MSN faculty will conduct scheduled visits periodically with the preceptors in the various settings and verify the clinical hours for students. Settings for preceptorship experiences include hospitals, medical offices, clinics, acute and long term care facilities. h. Indicate the adequacy of core offerings to support the new program. The curriculum of the MSN is designed to prepare professional registered nurses for the APN role as a nurse practitioner. All students enrolled in the program will be required to take 5 graduate core courses consisting of 15 semester credit hours. Additionally, students are required to complete 6 specialty courses for a total of 29 credit hours. The nurse practitioner program will prepare advanced-practice nurses to provide primary health care to clients, families and communities. All students take core courses covering theoretical foundations for advanced nursing practice, health systems and models, advanced pathophysiology, advanced pharmacology, nursing research and advanced health assessment. Clinical courses emphasize the care of adult, pediatric and geriatric patients and their families. 6

7 Graduates completing the collaborative MSN program will be eligible for national board certification by the American Nurses Credentialing Center and the American Academy of Nurse Practitioners. i. Indicate the method of instructional delivery. All courses are taught online via Georgia on My Line (GOML) and Desire to Learn (D2L), the online course management system of the University System of Georgia. The clinical courses will be online with the students attending clinical settings. The settings will include hospitals, primary care offices, schools, long term facilities and acute care facilities. 4. Admissions criteria. Please include required minima scores on appropriate standardized tests and grade point average requirements. Hold a baccalaureate degree in nursing (BSN) from a regionally accredited university and a nationally accredited nursing program (NLNAC or CCNE) Minimum grade point average (GPA) of 3.0 A General Test of the Graduate Record Examination (GRE) with satisfactory scores is required. The GRE requirement may be waived for applicants who have previously earned an advanced degree Current unencumbered RN license in the state where clinical course requirements will be met Three (3) professional letters of reference Acceptance into the Graduate School at Columbus State University 5. Availability of assistantships (if applicable). N/A 6. Evaluation and Assessment: a. Provide the student learning outcomes and other associated outcomes of the proposed program. Graduates will be able to: Implement the selected advanced nurse role practitioner-within health care. Develop and nurture interprofessional collaborations by communicating and consulting with other health care professionals, including physicians, other health care providers, administrators, community leaders and regulators. Evaluate the influence of ethical principles on personal and organizational decision-making. 7

8 Utilize nursing research for the promotion of quality nursing education, safe client-centered health care, and evidence based practice. Employ critical thinking in the application of nursing and multidisciplinary theoretical frameworks to foster optimal client health outcomes. Exemplify cultural competence and sensitivity to diversity in dynamic academic and health care environments. Demonstrate competence in leadership roles and a commitment to ongoing professional development for the provision of quality, cost-effective client-centered health care and the advancement of nursing practice. b. Describe how the institution will monitor and ensure the quality of the degree program. The quality of the FNP program will be monitored through a program evaluation plan that addresses SACS, CSU and accreditation requirements. Additional quality review processes will include the annual program review, comprehensive program review, accreditation site visits and self-study, and midpoint accreditation reports once accreditation has been awarded. Course and faculty evaluations will be reviewed following each semester to determine the need for changes within courses. Clinical site and clinical preceptor evaluations will be reviewed when applicable to assist in evaluating clinical experiences within the program. Graduate, alumni and employer surveys will also be used to evaluate the overall quality of the program. Periodic graduate, alumni and employer surveys will also be used to evaluate the overall quality of the program. 7. Administration of the program: a. Indicate where the program will be housed within the academic units of the institution. The proposed FNP program will be housed in the School of Nursing that resides in the College of Education and Health Professions at Columbus State University and the School of Nursing at Georgia Southwestern State University. b. Describe the administration of the program inclusive of coordination and responsibility. The proposed program will be coordinated by a graduate faculty member from the School of Nursing under the direction of the Director of the School of Nursing. This faculty member will meet the educational and experiential accreditation requirements of a FNP program coordinator. The coordinator will be responsible for student advising for this program until enrollment requires additional advisement by other graduate faculty members. Since the program will be offered in collaboration with Georgia Southwestern State University (GSW), the preexisting memorandum of understanding (MOU) with GSW has established policies and procedures regarding the specific parameters of the collaboration. An 8

9 additional MOU will be created to delineate the cooperation of graduate faculty at Georgia Regents University in teaching specific courses delineated by said MOU. 8. Waiver to Degree-Credit Hour (if applicable): If the program exceeds the maximum credit hour requirement at a specific degree level, then provide an explanation supporting the increase of hours (NOTE: The maximum for bachelor s degrees is 120-semester credit hours and the maximum for master s degrees is 36-semester credit hours). The proposed FNP Curriculum is 44 semester credit hours. This advanced practice degree focuses on care of patients and families and functions primarily in ambulatory care settings treating newborn, infants, children, adolescents, pregnant and postpartum women, adults and the elderly. As a result, the curriculum requires more didactic and clinical hours to prepare graduates to function in this role. The curriculum includes clinical practice experiences that enable students to integrate new knowledge and demonstrate attainment of program competencies to enter nursing practice in an advanced practice role. 9. Accreditation (if applicable): Describe the program s alignment with disciplinary accreditation requirements and provide a time line for pursuing accreditation. Indicate the source of institutional funding that will be used, if needed, for the accreditation process. The Commission on Collegiate Nursing Education (CCNE) completed a site visit and review of the exiting Master of Science in nursing program offered by the consortium [Georgia Intercollegiate Consortium for Graduate Nursing Education (GICGNE)] during fall A preliminary report stated that all standards had been met and the evaluators expected an affirmative vote for full accreditation at CCNE s spring Board meeting. Once the FNP program has been approved and the students admitted then a substantive change to the original MSN program will be completed and sent to CCNE for accreditation. 10. External Reviews (This item only applies to doctoral level programs): Provide a list of five to eight reviewers, external to the System, from aspirational or comparable programs/institutions. This list should contain contact information for each reviewer, and include an explanation of why the reviewer was suggested. The list should not include individuals for whom the department or institution has consulted during the process of program proposal development. N/A 11. Enrollment Projections and Monitoring; a. Provide projected enrollment for the program during the first three years of implementation. (NOTE: These projections will be used to monitor enrollment following program implementation.) b. Explain the specific methodology used to determine these projections and verify their accuracy, especially if new student enrollment will be needed to sustain funding for the program. Indicate whether enrollments will be cohort-based. 9

10 Determined through input from our community of interest and the undergraduate nursing students. Growth will be controlled in order maintain quality and efficient use of resources. Full-time students will be admitted as cohorts; however, a parttime option will be made available with priority given to the efficient use of resources. First FY Second FY Third FY Fourth FY I. ENROLLMENT PROJECTIONS Student Majors Shifted from other programs New to the institution Total Majors Course Sections Satisfying Program Requirements Previously existing New Total Program Course Sections Credit Hours Generated by Those Courses Existing enrollments New enrollments Total Credit Hours Provide the year when the program is expected to be reviewed in the institution s comprehensive program review process. Comprehensive program review will take place tentatively in Describe anticipated actions to be taken if enrollment does not meet projections. Based on information from our communities of interest and the collaborative relationship with GSW we do not anticipate any problems with the numbers. However, should that occur we will reassign some of the faculty to the other MSN tracks and the undergraduate program until such time as the numbers increase. Program specific marketing is planned and will increase until the numbers are satisfactory. 14. Faculty Qualifications & Capacity: a. Provide an inventory of faculty directly involved with the program. On the list below indicate which persons are existing faculty and which are new hires. For each faculty member, provide the following information: 10

11 Highest Degree Degrees Earned Faculty Rank Name Cheryl Smith Prof EdD BSN, MSN, FNP Aimee Vael Elizabeth Frander LaTonya Santo Note 1: Assoc Prof Assoc Prof Assoc Prof DNP BSN, MSN, FNP Academic Discipline Area of Specialization Form 3A Current Workload Nursing Pediatrics 90% admin 10% teaching Nursing Family Health; Pediatrics 75% teaching 25% admin DNP ADN, BSN, MSN, FNP Nursing Adult Health 100% teaching EdD BSN, MSN Nursing Adult Health 100% teaching Note 2: * See Appendix A for Georgia Southwestern State University Faculty Education and Qualifications Total Number of Faculty: 4_@ CSU * 6 GSW b. If it will be necessary to add faculty to support the program, give the desired qualifications of the persons to be added, and a timetable for adding new faculty. One new faculty position, a certified family nurse practitioner and in practice, will be added in the 3 rd year of the program, if the numbers increase as projected. The accrediting organization sets the faculty requirements for the FNP program. The position will be needed to teach the course content and also monitor clinical and practicum experiences in which the FNP students will be required to participate. Funding for the new position will be generated from the increased student enrollment. The Provost has expressed support of the new position if the projected numbers are achieved. c. If existing faculty will be used to deliver the new program, include a detailed faculty load analysis that explains how additional courses in the new program will be covered and what impact the new courses will have on faculty current workloads. (For example, if program faculty are currently teaching full loads, explain how the new course offerings will be accommodated.) One faculty member, Aimee Vael will be moved into the FNP program full time from the other MSN courses. She will teach 75% and will be the administrator of the program for the remaining 25%. LaTonya Santo will move from the undergraduate program (full time to part time) into the graduate program (part time). A new medical-surgical undergraduate faculty will be hired for fall 2014 to 11

12 replace Dr. Santo and fill an existing staff slot. A new staff administrative assistant will be hired as soon as the program is approved and ready to be offered and will be 100% in the MSN program. In fall 2014, when the FNP program is projected to begin, the additional workload will not impact any of the faculty already teaching in the MSN program since CSU will only be responsible for ½ of the new courses being offered. Aimee Vael will teach the CSU assigned courses. As the need arises for more FNP faculty, a new position will be created and supported with increased revenue from the MSN program. Faculty from the FNP master s program at Georgia Regents University (GRU) will teach Pathophysiology for the Advanced Practice Nurse, Health Assessment for the Advanced Practice Nurse and Pharmacology for the Advanced Practice Nurse. This program is in its final year of existence at GRU and GRU faculty have expressed interest in assisting with the start of our MSN FNP program. Dr. Aimee Vael DNP, FNP Presently in Grant Position Dr. Cheryl Smith EdD, FNP Director, School of Nursing Dr. LaTonya Santo EdD Presently in Undergrad Program Dr. Lisa Frander DNP, FNP Presently in both grad and undergrad 75% Teaching 25% Administration 90% Administration 10% Teaching 50% Undergrad. 50% Graduate 80% Undergrad 20% Graduate 15. Budget Complete the form below and provide a narrative to address the following: a. For Expenditures: i. Provide a description of institutional resources that will be required for the program (e.g., personnel, library, equipment, laboratories, supplies, and capital expenditures at program start-up and recurring). The MSN FNP track will be offered at a distance as with the other MSN tracks. The online instruction and other distance learning technology will be used to administer course offerings and will utilize existing offices and technology at Columbus State University. The learning management system, Georgia on my Line (GOML) will be used to deliver the online program. The track will have no impact on existing infrastructure. Initially, a doctorally prepared nurse practitioner will be the faculty assigned to this track. At the present time she is teaching full time in the nurse educator track and is being paid by a system grant. She will be moved to become the program director and faculty for the FNP courses taught the first year. Her salary and benefits will be paid from a state line and supplemented by a grant received from two local health care facilities and new tuition generated from the FNP track. A new administrative assistant will be hired for fall 2014 in anticipation of approval of the track. Her duties will be to support the entire MSN program, director and 12

13 faculty. Her salary and benefits will be from a reallocation of existing funds, new tuition and hospital grant money. The institution will not request new funds as part of its budget request. Library resources are adequate to support the new track and no new funding will be needed. Supplies for the program will be needed to include office supplies, health assessment lab supplies and printer supplies. Travel funds are included for the administrator of the program. ii. If the program involves reassigning existing faculty and/or staff, include the specific costs/expenses associated with reassigning faculty and staff to support the program (e.g. cost of part-time faculty to cover courses currently being taught by faculty being reassigned to the new program or portion of full-time faculty workload and salary allocated to the program). The FNP program director will be reassigned from the educator track already in existence. One of the undergraduate faculty will be assigned to the graduate educator track to replace her. Her workload will then be 50% undergraduate and 50% graduate course assignments. An unfilled undergraduate faculty slot will be filled by a search that is occurring at this time and will replace the faculty being moved to the MSN program (50%). This faculty position is funded through a combination of state monies, hospital grant money, and revenue generated by the nursing programs. b. For Revenue: i. If using existing funds, provide a specific and detailed plan indicating the following: 1. Source of existing funds being reallocated $104,000 salary for FNP director/faculty to come from a state line of $78,000 and $26,000 from hospital grant monies. $39,000 for the ½ faculty position is from a state line. $42,900 for fringe benefits will come from hospital grant monies and RN to BSN program revenue. $25,000 salary plus $7,500 fringe benefits for administrative assistant will come from MSN program revenue 2. How the existing resources will be reallocated to specific costs for the new program Faculty, administrative support and operating costs will be funded from the hospital grant monies, state line funding, RN to BSN program revenue funding and MSN program revenue funding. 13

14 3. The impact the redirection will have on units that lose funding. There will be no impact on other units. The administrative assistant will be used for both the existing MSN program and the proposed FNP program. ii. Explain how the new tuition amounts are calculated. Students in the new FNP track of our graduate program will pay the Georgia on my Line (GOML) rate as our other MSN students are doing. The tuition is $385 per semester hour. There are 44 semester hours in the program for a total tuition cost of $16,940. For every 10 FNP students, $169,400 of tuition will be generated. iii. Explain the nature of any student fees listed (mandatory fees, program fees, etc.). The FNP track is an online program with clinical experiences scheduled in the student s own geographic area. The fees associated with the program are the technology fee of $79 per semester and the institutional fee of $265 per semester for 5 hours or more. iv. If revenues from Other Grants are included, please identify each grant and indicate if it has been awarded. The School of Nursing receives grant monies from two large health care facilities each year, $100,000 from each institution. The money from these two grants helps supplement faculty salaries (state lines) for both the graduate and undergraduate programs. $26,000 will be allocated to faculty salaries in this track. v. If Other Revenue is included, identify the source(s) of this revenue and the amount of each source. RN to BSN program revenue and MSN program revenue is also available to fund a new administrative assistant and supplement faculty salaries in the graduate program. c. When Grand Total Revenue is not equal to Grand Total Costs: i. Explain how the institution will make up the shortfall. The School of Nursing has adequate revenue from other programs to make up for any shortfall in projected revenue. An existing state line of $39,000 14

15 will be allocated to the FNP program along with $60,000 from the RN to BSN revenue and $35,000 from the hospital grant monies. ii. If the projected enrollment is not realized, provide an explanation for how the institution will cover the shortfall. Revenue from the new track will be used to fund a new position in the 3 rd year of the program. If the revenue is not adequate to fund the position then a new faculty person will not be added to the program. If there is adequate growth and revenue is not adequate then RN to BSN revenue will be used to supplement the new faculty salary ($60,000). I. EXPENDITURES First FY Second FY Dollars Third FY Dollars Fourth FY Dollars Dollars Personnel reassigned or existing positions Faculty (see 15.a.ii) 104, , , ,000 Part-time Faculty (see 15 a.ii) 39,000 39,000 39,000 39,000 Graduate Assistants (see 15 a.ii) Administrators(see 15 a.ii) Support Staff (see 15 a.ii) 25,000 25,000 25,000 Fringe Benefits 42,900 50,400 50,400 80,400 Other Personnel Costs Total Existing Personnel Costs 185, , , ,400 EXPENDITURES (Continued) Personnel new positions (see 15 a.i) Faculty 100,000 Part-time Faculty Graduate Assistants Administrators Support Staff 25,000 Fringe Benefits 7,500 30,000 Other personnel costs Total New Personnel Costs 32, ,000 Start-up Costs (one-time expenses) (see 15 a.i) Library/learning resources Equipment Other 15

16 Physical Facilities: construction or renovation (see section on Facilities) Total One-time Costs Operating Costs (recurring costs base budget) (see 15 a.i) Supplies/Expenses 6,000 6,000 6,000 6,000 Travel 3,000 3,000 5,000 5,000 Equipment Library/learning resources Other Total Recurring Costs 9,000 9,000 11,000 11,000 GRAND TOTAL COSTS 227, , , ,400 III. REVENUE SOURCES Source of Funds Reallocation of existing funds (see 15 b.i) 35,000 35,000 New student workload New Tuition (see 15 b.ii) 103, , , ,150 Federal funds Other grants (see 15 b.iv) 95,000 95,000 Student fees (see 15 b.iii) Other (see 15 b.v) New state allocation requested for budget hearing Nature of Funds Base budget One-time funds GRAND TOTAL REVENUES (see 15 c.i & c.ii) 233, , , ,150 16

17 16. Facilities Complete the table below. Total GSF a. Indicate the floor area required for the program in gross square feet (gsf). When addressing space needs, please take into account the 2100 projected enrollment growth in the program over the next 10 years. b. Indicate if the new program will require new space or use existing space. (Place an x beside the appropriate selection.) Type of Space Comments i. Construction of new space is required ii. iii. iv. Existing space will require modification If new construction or renovation of existing space is anticipated, provide the justification for the need. Are there any accreditation standards or guidelines that will impact facilities/space needs in the future? If so, please describe what the impact will be. v. Will this program cause any impacts on the campus infrastructure, such as parking, power, HVAC, etc. If so, indicate the nature of the impact, estimated cost and source of funding. vi. Existing space will be used as is X c. If new space is anticipated, provide information in space below. i. Estimated construction cost N/A ii. Estimated total project budget cost N/A iii. Proposed source of funding N/A iv. Availability of funds N/A v. When will the construction be completed and ready for occupancy? (Indicate semester and year). vi. How will the construction be funded for the new space/facility? vii. Indicate the status of the Project Concept Proposal submitted for consideration of project authorization to the Office of Facilities at the BOR. Has the project been authorized by the BOR or appropriate approving authority? N/A N/A N/A 17

18 d. If existing space will be used, provide information in space below. Form 3A Provide the building name(s) and floor(s) that will house or support the program. Indicate the campus, if part of a multi-campus institution and not on the main campus. Please do not simply list all possible space that could be used for the program. We are interested in the actual space that will be used for the program and its availability for use. Illges Hall will be utilized to provide existing office space for graduate faculty who teach in the proposed program. The courses will be offered at a distance so classroom space will not be impacted. Existing lab space will be utilized for clinical instruction and scheduled around the undergraduate nursing program needs. e. List the specific type(s) and number of spaces that will be utilized (e.g. classrooms, labs, offices, etc.) i. No. of Spaces Type of Space Number of Seats Assignable Square Feet (ASF) Classrooms 1 Labs (dry) Labs (wet) Meeting/Seminar Rooms 3 Offices 603 Other (specify) Total Assignable Square Feet (ASF) ii. If the program will be housed at a temporary location, please provide the information above for both the temporary space and the permanent space. Include a time frame for having the program in its permanent location. N/A Chief Business Officer or Chief Phone No. Address Facilities Officer Name & Title Dr. Tom Helton Helton_tom@columbusstate.edu Signature Note: A Program Manager from the Office of Facilities at the System Office may contact you with further questions separate from the review of the new academic program. 18

19 17. Online Format and Institutional Delivery Questions A. Provide a rationale for the need to offer the program online. By offering the degree online, the ability for registered nurses to pursue graduate education will be facilitated and major barriers (i.e. distance, time, employment demands, and personal demands) reduced. B. Curriculum and Instruction i. Demonstration that the selected delivery technology is compatible with the nature and objectives of the program and courses. Courses taught within Georgia Intercollegiate Consortium for Graduate Nursing Education (GICGNE) are delivered in a collaborative learning management system (LMS) known as Georgia on MyLine (GOML) which uses Desire to Learn (D2L) to deliver the content and is supported at the state level. The GOML system provides a system for all students in the consortium to access course documents, discussion boards, grade books, etc. through a centralized portal that requires only one password protected sign-on instead of accessing through each of the home institution s LMS. The GOML system is associated with the enrollment system called INGRESS which allows students from each institution to register for courses within the consortium regardless of which institution is responsible for teaching the course. GOML provides a means of meeting all didactic student outcomes. ii. Identification of whether instruction will be offered synchronously or asynchronously; online only or blended. The online format will include asynchronous and synchronous activities which are conducive to students learning and will allow them to achieve a balance between home, work and school. For synchronous delivery, Collaborate virtual learning system will be utilized as a modality to facilitate student-faculty engagement. Graduate faculty in the FNP Program will be encouraged to incorporate both synchronous and asynchronous discussions and interactions within each course. The program will not be offered to students who seek a campus-based experience. iii. For collaborative programs, demonstration that changes to the curriculum will be coordinated and communicated among institutional partners. As delineated in the Memorandum of Understanding (MOU) between Columbus State University and Georgia Southwestern State University, courses to be offered in connection with the Program, the scheduling of such classes, the faculty 19

20 members selected primarily (but not necessarily exclusively) from the faculties of the Member Institutions who teach the courses, and policies that affect the operation of the Program shall be agreed upon by the Governing Board. The Governing Board consists of the dean/director responsible for the Consortium at the Member Institution. Each Member Institution may have only one representative on the Governing Board. In addition, the MOU clearly states the program will consist of a shared curriculum. New programs, new courses and curriculum revisions will be vetted by the graduate faculty of the Consortium and must follow the approval process required by all Member Institutions. iv. Delineation of how grade disputes and other academic matters will be adjudicated within the collaborative. All attempts to resolve grade disputes and other academic matters are made prior to the filing of a formal complaint. Students are expected to abide by policies according to their home institution regarding formal student complaints. Both institutions have outlined policies for formal complaints presented by students with procedures in place for resolution. Decisions made on formal complaints will be discussed at GICGNE faculty meetings. v. Description of the involvement of various departments in the development and coordination of the program. The respective offices of Technology were consulted during the development of the online FNP Program to confirm the ability to provide the technology infrastructure to support program expansion. The Learning Management System (GOML) and technology for synchronous sessions currently exist. vi. Description of how increased demand for online instruction will affect the institution s infrastructure inclusive of facilities. C. Faculty It is not anticipated that modifying the institution s infrastructure will be needed; however, in the event that enrollment exponentially increases, thus significantly increasing the demand for online instruction, the IT offices of both institutions will be consulted for resolution. i. Description of the online teaching experience of faculty who will teach in the program. 20

21 Cheryl Smith Aimee Vael Faculty Online Teaching Experience Taught in an online doctoral (DNP) program since 2009 Taught online since 2008; developed and taught 8 DNP online courses and developed the DNP online curriculum; taught 3.5 years in online MSN/FNP program; taught 2 years in an online self-paced MSN/FNP program. Developed and taught 5 MSN Nurse Educator courses online LaTonya Santo Taught online modules/courses since 2004 Elizabeth Frander Taught online since 2009; designed several online courses; had 3 online courses approved using the QM standards ii. Description of the online training of faculty who will teach in the program. Faculty Cheryl Smith Aimee Vael LaTonya Santo Online Training Completed 2 Quality Matters Certification workshops (Applying the QM Rubric and Improving Your Online Course); completed Indiana University/Purdue University (IUPUI) series of workshops on online course design and delivery Completed Indiana University/Purdue University (IUPUI) series of workshops on online course design and delivery Completed Indiana University/Purdue University (IUPUI) series of workshops on online course design and delivery; individual training from CSU course designers; completed several webinars and professional developments sessions related to online course design and instruction; completed Instructional Leadership doctoral courses on distance/online learning 21

22 Elizabeth Frander Completed Indiana University/Purdue University (IUPUI) series of workshops on online course design and delivery; has had numerous web courses on online course design; completed several Quality Matters courses on curriculum design and course design 22

23 Appendix A Georgia Southwestern State University FNP Proposal Addendum i. Description of the online teaching experience of faculty who will teach in the program. Faculty Online Teaching Experience and Qualifications Sandra Daniel Bonnie Simmons Teresa Teasley Joy Humphrey Mary Anne Shepherd Pie Hulsey Developed and taught in RN-BSN Online External Degree program since 2004; Taught in MSN Online program since Fall 2012; Facilitating Online Learning (Certificate as Instructor) 2006; Taught in RN-BSN Online External Degree Program since 2004; Taught in RN-BSN Online External Degree Program since 2008; Currently teaches in MSN program Taught in RN-BSN Online External Degree Program since 2009 Taught in RN-BSN Online External Degree Program since 2010 Taught in RN-BSN Online External Degree Program since 2011 ii. Description of the online training of faculty who will teach in the program. Sandra Daniel Bonnie Simmons Teresa Teasley Name Online Training Completed USG Advanced Technologies Certificate Course: Facilitating Online Learning (Instructor Qualified); Completed online teaching and evaluation continuing education and workshops through AACN and USG Completed USG workshops: and University sponsored workshops: Evaluating Online Faculty; Best Practices for Designing Online Courses; Completed University sponsored workshops: Online Testing Integrity, Online Course Design; Instructional Technology Training: Camtasia, Impatica, & Podcasting Completed USG workshops: and University sponsored workshops: Evaluating Online Faculty; Best Practices for Designing Online 23

24 Joy Humphrey Kirven Pie Hulsey Mary Anne Shepherd Courses; Completed University sponsored workshops: Online Testing Integrity, Online Course Design; Instructional Technology Training: Camtasia, Impatica, & Podcasting Completed Elsevier Faculty Development Conference (2014) Contemporary Workshops on Online Teaching and Learning; Completed University hosted workshops on Online Teaching and Evaluation. Completed 12 hours (quarter) formal coursework in doctoral education program: Special Topics in Teaching Online; Special Topics in Instructional Design for Online Learning Instructional Design for Health Care Programs Completed Workshop: Online Teaching: Using Backward Design and ADDIE Models and Active Learning (GSW); Completed D2L Orientation at GSW; 24

25 GSW Faculty Education and Qualifications Faculty Name Bonnie Simmons Sandra Daniel Teresa Teasley Mary Anne Shepherd Rank Assoc Prof Highest Degree PhD Degrees Earned Dip, BSN, MSN, Prof PhD AA, BSN, MSN, PNP Assoc Prof DNP ADN, BSN, MSN Lecturer DNP Dip/BSN/MPH, FNP Academic Discipline Nursing Nursing Nursing Nursing, Public Health Area of Specialization Parent Child Vulnerable Populations Community Health, Pediatrics Adult Health/Nursing Ed Focus Psychiatric Nursing Family Health, Public Health Current Workload 75% teaching 25% Graduate Chair release time 100% Administrative 75% teaching; 25% Undergraduate Chair release time 100% teaching Kirven Pie Hulsey Joy Humphrey Assist Professor Assist Professor PhD AA, BSN,MSN, FNP, CNM Nursing Family Health Nurse Midwifery/ Women s Health DNP BSN, MSN Nursing Adult Health Gerontology 100% teaching 100% teaching 25

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28 Appendix B Course Descriptions NURS Research for Evidence Based Practice (3-0-3) This course focuses on clinical reasoning and decision-making skills as they relate to the application and implementation of evidence-based nursing practice. This course will also serve as an introduction to the research process with an emphasis on the relationship of research and its relevance to nursing practice. The relationship to outcomes will be examined through information systems and management, evidence-based practice concepts and principles, and scientific writing and publication. The overall purpose of the course will be to apply and integrate the concepts and principles into strategies for the Clinical Nurse leader role. Prerequisite: Admission to the Graduate Nursing Program NURS Pathophysiology for the Advanced Practice Nurse (3-0-3) This course provides graduate students with an overview of central concepts of pathophysiology including an understanding of the management of common health problems, disease processes, and syndromes. The primary focus is to provide a foundation for differential diagnosis, clinical decision-making and management of individual and family health problems. Research and emerging evidence in physiology is integrated throughout the course. Prerequisite: Admission to the Graduate Program NURS 6127 Scientific Underpinnings of the Advanced Practice Role (3-0-3) Students explore components and variations of the advanced practice role and how social policy and healthcare delivery influence are influenced by the role. Legal definitions and professional interpretations of advanced practice nursing are examined in relation to healthcare outcomes, resource allocation and cost effectiveness Students will critique, analyze, and evaluate selected theories and incorporate these theories into their advanced nursing practice roles. Prerequisite: Admission to Graduate Nursing Program NURS Pharmacology for the Advanced Practice Nurse (3-0-3) Course focuses on examination of the major categories of pharmacological agents and application of pharmacological concepts in the clinical practice setting. Emphasis is placed on understanding the physiological action of the drugs, expected patient responses and major effects. This course is prerequisite for clinical courses that integrate the knowledge of Pharmcotherapeutics into effective nursing practice. Prerequisite: Admission to Graduate Nursing Program NURS 6129 Health Care Delivery Models, Economics and Policy (2-0-2) This course is designed for the nurse leader/manager to develop an understanding of the complex regulatory environment in health care delivery systems and the interrelatedness of performance and quality improvement. Also, the framework for understanding the role and contributions of nurse leaders/managers within the healthcare system will be explored. Issues such as public reporting, pay for performance, measurements of patient satisfaction, and other emerging and 28

29 timely topics will be addressed. Prerequisite(s): Admission to the Graduate Nursing Program NURS 6225 Health Assessment for Advanced Practice Nurses (2-3-3) This course in health assessment expands the nurse s knowledge of cognitive processes and psychomotor skills needed for comprehensive assessment of clients across the lifespan. Techniques and processes of performing a physical, mental, developmental, and nutritional assessment, obtaining a health history, performing selected diagnostic procedures, and recording findings will be conducted. Interviewing skills that enable the nurse to relate to various clients across the life span will be refined. Prerequisite: Admission to Graduate Nursing Program NURS Diagnostic and Clinical Reasoning for the Advanced Practice Nurse (2-3-3) This course focuses on diagnostic reasoning as a framework to synthesize knowledge for comprehensive assessment of primary care patients throughout the life span. Advanced health assessment techniques are emphasized and refined. Diverse types of approaches are used in expanding proficiency in conducting histories and physical examinations in laboratory and clinical settings including communication techniques unique to the specialty population. Systematic and organized health assessments that are sensitive to cultural and developmental needs are explored. Prerequisite: Admission to Graduate Nursing Program NURS 6227 Health Promotion of Women and Children (3-9-6) Prepares family nurse practitioners to assume responsibility for health promotion, maintenance and management of common acute and chronic health problems of infants, children and adolescents in primary healthcare settings. Emphasizes description of the condition or disease, etiology and incidence, clinical findings, differential diagnosis, management, complications and preventive and patient education measures. Considers cultural and ethical issues that affect healthcare delivery and client adherence to management plan. Uses established protocols for practice to indicate the need for consultation, referral and community resources. Prerequisites: NURS 6125, NURS 6225, NURS 6128, NURS 6226, NURS 6228, NURS 6229 NURS 6228 Health Promotion of the Elderly (3-9-6) This course prepares family nurse practitioners to assume responsibility for health promotion, disease prevention, early detection and management of common acute and chronic health problems of the elderly client and his/her family. The nurse practitioner s role in promoting successful aging, maintaining function and promoting self-car, using community, personal and family resources is explored. The course emphasizes common geriatric syndromes and problems including chronic illnesses and their management. Ethical dilemmas that impact healthcare of older adults are integrated throughout course. Prerequisites: NURS 6125, NURS 6225, NURS 6128, NURS 6226, NURS