appendices Prepared for the Commission on Collegiate Nursing Education Charlottesville, Virginia October 30, 2013

Transcription

1 appendices Prepared for the Commission on Collegiate Nursing Education Charlottesville, Virginia October 30, 2013

2 Table of Contents: Appendices Standard I Program Quality: Mission and Governance I-A.1 University Statement of Purpose and Goals... 3 I-A.2 SON Mission, Values, and Philosophy... 4 I-A.3 Program Goals and Objectives... 5 I-A.4 Congruence of Goals and Essentials... 8 I-A.5 SON Strategic Plan I-A.6 Frameworks I-B.1 SON Evaluation Plan I-C.1 SON Promotion and Tenure Policies and Procedures I-C.2 Peer Review Pilot Outline I-D.1 SON Organization Chart I-D.2 UVA Organization Chart I-D.3 Faculty Organization Steering Committee I-D.4 BSN Plan of Study Fall I-G.1 Formal Complaints Policy Standard II: Program Quality: Institutional Commitment and Resources II-A.1 Clinical Simulation and Learning Center II-C.1 Healthy Work Environment Recommendations II-D.1 Full-Time Teaching Faculty II-D.2 Guidelines for Faculty Workload II-D.3 Lead Faculty: MSN and DNP Programs II-D.4 Faculty Affiliated with the DNP Program II-D.5 Required Training Modules for Faculty Standard III Program Quality: Curriculum and Teaching-Learning Practices III-A.1 Expected Aggregate Student Outcomes III-A.2 BSN Plans of Study III-A.3 MSN Plans of Study III-A.4 DNP Plans of Study III-A.5 MSN Program Objectives and Core Courses Congruence III-A.6 DNP Program Objectives, Essentials, and Course Objectives Congruence III-B.1 Essentials and Objectives of the BSN Program III-B.2 BSN Curriculum Map III-B.3 MSN Core Course Distribution III-B.4 MSN Curriculum Map III-B.5 CNL Curriculum Map III-B.6 Mapping of MSN NP Tracks to NTF (2012) Criteria

3 III-B.7 MSN Specialty Tracks, Guidelines, and Certification Exams III-B.8 DNP Curriculum Map III-C.1 BSN Curriculum: Educational Requirements III-C.2 Certification Rates Standard IV Program Effectiveness: Aggregate Student and Faculty Outcomes IV-A.1 Academic Programs Assessment Timeline IV-B.1 Program Benchmarks IV-B.2 Benchmark Evaluation Reports IV-B.3 Student Learning Outcomes Assessment: Example IV-E.1 Faculty Productivity

4 Appendix I-A.1 Appendix I-A.1 University Statement of Purpose and Goals University of Virginia Statement of Purpose The central purpose of the University of Virginia is to enrich the mind by stimulating and sustaining a spirit of free inquiry directed to understanding the nature of the universe and the role of mankind in it. Activities designed to quicken, discipline, and enlarge the intellectual and creative capacities, as well as the aesthetic and ethical awareness, of the members of the University and to record, preserve, and disseminate the results of intellectual discovery and creative endeavor serve this purpose. In fulfilling it, the University places the highest priority on achieving eminence as a center of higher learning. University of Virginia Goals The University of Virginia seeks to achieve its central purpose through the pursuit of the following specific goals: 1. To offer instruction of the highest quality to undergraduates from all walks of life, not only by transmitting established knowledge and skills, but by fostering in students the habits of mind and character required to develop a generous receptivity to new ideas, from whatever source; a disposition for applying the most rigorous criticism to all ideas and institutions, whether old or new; an ability to test hypotheses and re-interpret human experience; and a desire to engage in a lifetime of learning. 2. To sustain liberal education as the central intellectual concern of the University, not only in the curricula of the College of Arts and Sciences, but also as a foundation for the professional undergraduate programs. 3. To educate men and women for the professions in certain undergraduate and in graduate programs leading to degrees in the School of Architecture, Business Administration, Commerce, Education, Engineering and Applied Science, Law, Medicine, and Nursing. 4. To lead in the advancement and application of knowledge through graduate study and research and to disseminate the results among scholars and the general public. 5. To attract and retain eminent faculty in order to provide the highest quality of instruction and leadership in research. 6. To seek the ablest and most promising students, within the Commonwealth and without; and, in keeping with the intentions of Thomas Jefferson, to attend to their total development and wellbeing; and to provide appropriate intellectual, athletic, and social programs. 7. To strive for diversity in the student body and in the faculty and to promote international exchange of scholars and students. 8. To provide for students and faculty an atmosphere conducive to fellowship and understanding and to their constructive participation in the affairs of the University and the community at large. 9. To expand educational opportunities for persons with special challenges such as minority status, physical disability, ethnic heritage, or insufficient financial resources. 10. To engage in research in the medical sciences and to provide innovative leadership in health care and medical services in the local community, the Commonwealth, and the nation. 11. To offer to the local community, the Commonwealth of Virginia, and the nation the various kinds of public service and intellectual and cultural activities which are consonant with the purposes of the University. 12. To provide continuing education programs of the highest quality to the Commonwealth and the nation. 13. To cooperate with and assist other colleges, educational institutions, and agencies, especially in the Commonwealth of Virginia, by making available to them the facilities of the University and the experience and counsel of its members so as to contribute to education in the Commonwealth and beyond. 14. To establish new programs, schools, and degrees, and to undertake such research as the needs of the Commonwealth of Virginia and the nation may require. Adopted on March 19, 1985 by the Faculty Senate of the University of Virginia, with the concurrence of the President, to replace the statement that had been in effect since May 17,

5 Appendix I-A.2 Appendix I-A.2 Mission, Values, and Philosophy School of Nursing Mission and Vision Statement The School of Nursing transforms lives by promoting health and the quality of health care. Through 2020 we will cultivate the SON s multicultural community of scholars and researchers; create innovative models of education and practice; and foster well-being and collegial spirit in a healthy work environment. School of Nursing Values The School of Nursing embraces the values of respect and honor; relationships and collaboration; recognition and celebration; and excellence. School of Nursing Philosophy The central purpose of the University of Virginia is to enrich the mind by stimulating and sustaining the spirit of free inquiry directed to understanding the nature of the universe and human existence. The philosophy of the School of Nursing is consistent with that of the University as it prepares leaders in health care. Nursing is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations (ANA, 2004). Nurses, often in collaboration with other health care professionals, promote the optimal health care and comfort of individuals and groups through the systematic application of knowledge from nursing and related disciplines. The faculty believes that education is based on humanistic approaches that foster critical thinking and promote awareness of social and cultural diversity among individuals. The faculty views each student as a unique person with special talents, abilities, needs, and goals. Cultural diversity, varying life experiences, and changing socioeconomic factors affect each student differently. To this end, faculty endeavor to provide an environment that assists students to realize their full potential. The acquisition of professional knowledge and the development of clinical competence occur through active involvement of the student in the learning process. Students assume primary responsibility for learning, while faculty provides educational opportunities for knowledge acquisition and professional role development. We believe that an atmosphere of shared growth and inquiry offers the maximum potential for development. The Essentials of Baccalaureate Education in Nursing are basic foundations to the curriculum for both the baccalaureate and master s entry programs and thus essential for the practice of professional nursing. This education provides the foundation for the development of professional knowledge, critical thinking, ethical decision-making, leadership skills, and the independent and interdisciplinary pursuit of high standards of health care. The Essentials of Masters Education in Nursing build upon baccalaureate foundations and provides the basis for advanced generalist preparation for the nurse to provide point-of-care clinical leadership or for advanced specialist preparation. Master s specialty education prepares the nurse with strong critical thinking and decisionmaking skills for advanced practice in acute and primary care as well as psychiatric-mental health or for specialty practice in the areas of systems management and public health leadership. The Essentials for Doctoral Education for Advanced Nursing Practice prepare nurses to be advanced scholarly clinicians through the Doctor of Nursing Practice (DNP) degree. The PhD in Nursing degree prepares nurses to be researchers. Both doctoral-prepared scholars will be able to influence health care through leadership in education, policy, practice, research, and knowledge development. Implicit in the practice of professional nursing is accountability for professional growth and practice, demonstration of leadership, and commitment to the development and application of nursing theory and research. Life-long learning leads to the optimal development of both the individual practitioner and the discipline of nursing. The revised SON mission and values were approved by the School of Nursing faculty on January 28, 2013; The SON philosophy was updated by School of Nursing faculty on May 14,

6 Appendix I-A.3 Appendix I-A.3 Program Goals and Objectives Program Program Goals Expected Individual Student Learning Objectives BSN Program (goals and objectives active through spring 2013) The purpose of the undergraduate program is to prepare leaders in health care to meet the needs of individuals, families, and communities. ensure holistic and culturally sensitive care based on an understanding of the norms and health care beliefs/practices of various racial, ethnic, religious, socioeconomic, gender-specific, and age-related populations; provide health care that demonstrates professional values and standards of practice, and includes moral, ethical, and legal concepts; incorporate knowledge of health promotion and disease prevention into professional nursing practice; demonstrate knowledge of the structure, organization, and financing of the U.S. health care delivery system, and the role and importance of nursing within that system; understand the development and implementation of national and international health care policy from social, economic, political, legislative, and professional perspectives; manage and coordinate patient care across health care settings and client populations; employ critical thinking in the provision of professional nursing care; effectively use current and changing health care and information technologies; utilize communication techniques effectively; accept increasing professional responsibility, provide professional leadership, and participate in activities for professional growth and development. BSN Program (goals and objectives effective fall 2013) The goal of the BSN program is to graduate nurses who will advocate for and deliver quality and safe patient centered care globally to individuals, families, communities, and populations across the lifespan and in all health care settings. Collaborate with interprofessional teams and/or others to promote health and reduce health risks, to deliver holistic, compassionate, and culturally sensitive care for individuals, families, communities, and populations, and to facilitate patient-centered transitions of care; Provide evidence-based nursing care consistent with American Nurses Association foundation documents (Scope of Practice; Code of Ethics; Social Policy Statements) and to incorporate professional values; Examine the historical and evolving role of nursing in national and global health care systems and its impact on the health status of individuals, communities, and populations; Use effective health information technology and research findings to evaluate the safety and quality of patient-centered care across health care settings, incorporating principles of leadership to 5

7 Appendix I-A.3 MSN Program DNP Program The purpose of the master s program is to prepare nurses with strong critical thinking and decision-making skills for generalist practice as a clinical nurse leader; as an advanced practice registered nurse in acute care, primary care, or psychiatric mental health; and for specialty practice in the areas of health systems management and public health nursing leadership. The purpose of the Doctor in Nursing Practice Degree is to prepare DNP students to: 1. Perform at the highest level of nursing practice. 2. Assume leadership roles in complex healthcare delivery systems. 3. Critically appraise existing literature affect patient outcomes; and, Accept personal and professional responsibility/accountability demonstrated through professional leadership, and participation in activities for professional growth and development. Integrate theoretical and research-based knowledge as a generalist leader or in an advanced nursing practice specialty Provide care and comfort to individuals, families and groups experiencing complex health care needs Provide care that reflects sensitivity to differences among culturally and ethnically diverse populations Assume a leadership role in establishing and monitoring standards of practice to improve patient care in collaboration with nursing experts Use ethical principles to guide decision-making in nursing practice Evaluate clinical practice in relation to professional practice standards and relevant statutes and regulations Apply the research process to improve evidencebased clinical practice and contribute to knowledge development Engage in self-directed and purposeful activities in seeking necessary knowledge and skills to enhance career goals Examine economic, political, and social forces affecting nursing care delivery in complex health systems Promote multidisciplinary collaboration to ensure quality, cost effective care Contribute to the development of peers, colleagues, and others to improve patient care and foster the growth of professional nursing Act as change agents to create environments that promote effective nursing practice and patient outcomes Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursing practice. Demonstrate organizational and systems leadership for quality improvement in healthcare systems. Apply clinical scholarship and analytical methods to evidence-based practice. Use information systems technology and patient care technology to improve and transform health care. Demonstrate leadership in health care policy for advocacy in health care. 6

8 Appendix I-A.3 and other evidence in a specialty area to determine and implement best practices. 4. Improve patient outcomes by expanding DNP student knowledge of evidence-based practice. Collaborate with interprofessional and intraprofessional teams to improve patient and population health outcomes 7

9 Appendix I-A.4 Appendix I-A.4 Congruence between Program Goals, University Goals, and AACN Essentials BSN Program Goals/Purpose Corresponding University Goals Corresponding AACN BSN Essentials The purpose of the undergraduate program is to prepare leaders in health care to meet the needs of individuals, families, and communities. (active through spring 2013) 1. To offer instruction of the highest quality to undergraduates from all walks of life, not only by transmitting established knowledge and skills, but by fostering in students the habits of mind and character required to develop a generous receptivity to new ideas, from whatever source; a disposition for applying the most rigorous criticism to all ideas and institutions, whether old or new; an ability to test hypotheses and re-interpret human experience; and a desire to engage in a lifetime of learning. Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice Essential VIII: Professionalism and professional values Essential IX: Baccalaureate Generalist Nursing Practice The goal of the BSN program is to graduate nurses who will advocate for and deliver quality and safe patient centered care globally to individuals, families, communities, and populations across the lifespan and in all health care settings. (approved by Faculty Org in fall 2012 for adoption in fall 2013) 1. To offer instruction of the highest quality to undergraduates from all walks of life, not only by transmitting established knowledge and skills, but by fostering in students the habits of mind and character required to develop a generous receptivity to new ideas, from whatever source; a disposition for applying the most rigorous criticism to all ideas and institutions, whether old or new; an ability to test hypotheses and re-interpret human experience; and a desire to engage in a lifetime of learning. Essential II: Basic Organizational & Systems Leadership for Quality Care and Patient Safety Essential III: Scholarship for Evidence-Based Practice Essential IV: Information management and application of patient care technology Essential V: Healthcare policy, finance, and regulatory environments Essential VI: Interprofessional communication and collaboration for improving patient health outcomes Essential VII: Clinical prevention and population health 8

10 Appendix I-A.4 MSN Program Goals/Purpose Corresponding University Goals Corresponding AACN MSN Essentials The purpose of the master s program is to prepare nurses with strong critical thinking and decision-making skills for generalist practice as a clinical nurse leader; as an advanced practice registered nurse in acute care, primary care, or psychiatric mental health; and for specialty practice in the areas of health systems management and public health nursing leadership. 3. To educate men and women for the professions in certain undergraduate and in graduate programs leading to degrees in the School of Architecture, Business Administration, Commerce, Education, Engineering and Applied Science, Law, Medicine, and Nursing. Essential I: Background for Practice from Sciences and Humanities Essential IX: Master s-level Nursing Practice DNP Program Goals/Purpose Corresponding University Goals Corresponding AACN DNP Essentials The purpose of the Doctor in Nursing Practice Degree is to prepare DNP students to: Perform at the highest level of nursing practice. 4. To lead in the advancement and application of knowledge through graduate study and research and to disseminate the results among scholars and the general public. Essential I. Scientific Underpinnings for Practice Assume leadership roles in complex healthcare delivery systems. Critically appraise existing literature and other evidence in a specialty area to determine and implement best practices. Improve patient outcomes by expanding DNP student knowledge of evidence-based practice. 10. To engage in research in the medical sciences and to provide innovative leadership in health care and medical services in the local community, the Commonwealth, and the nation. 11. To offer to the local community, the Commonwealth of Virginia, and the nation the various kinds of public service and intellectual and cultural activities which are consonant with the purposes of the University. 4. To lead in the advancement and application of knowledge through graduate study and research and to disseminate the results among scholars and the general public. Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice Essential V: Health Care Policy for Advocacy in Health Care Essential VI: Interprofessional Collaboration for Improving Patient and Population Health Outcomes 9

11 Appendix I-A.5 Appendix I-A.5 SON Strategic Plan 2020 Mission/Vision Statement The School of Nursing transforms lives by promoting health and the quality of health care. Through 2020 we will cultivate the SON s multicultural community of scholars and researchers; create innovative models of education and practice; foster well-being and collegial spirit in a healthy work environment. Goals: by 2020, We will be a top ten school of nursing: o We will double external research funding; o We will double external funding for innovative academic programs; We will create new models to educate competent and compassionate nursing leaders; We will be recognized for nursing science and practice in the commonwealth, the nation, and world; We will focus on the health needs of all people with emphasis on vulnerable populations Strategic Activation Plan We at the University of Virginia School of Nursing (SON), a community of students, alumni, faculty, and staff with a 110-year legacy of care and leadership, share the following vision: to alleviate human suffering and improve quality of care through scientific discovery and exemplary clinical practice. We pledge to prepare compassionate and resilient nursing leaders dedicated to designing new models of education and practice, fostering collegiality, and transforming global health care. Approved at Faculty Organization, January 28, 2013 Through 2020 we will: Cultivate a multicultural community of scholars and researchers We pledge to improve the quality of care and to alleviate human suffering through the acquisition of new knowledge and methodologies. We commit to the advancement of interdisciplinary research that improves global outcomes and policy by: Educating more and diverse researchers, and increasing opportunities for rural and international research among interdisciplinary groups of students, faculty, and clinical partners. Preparing more PhD researchers to provide leadership and mentorship to other researchers and conduct cutting-edge health research. Preparing more DNP nurse specialists to integrate research and practice and mentor other providers. Preparing more MSN clinicians to demonstrate and lead highly skilled, evidenced-based care and mentor other nurses. Educating more BSN nurses who are well prepared to provide exemplary care and contribute to the research process. Attracting, mentoring and retaining research faculty, partners, and students dedicated to the research goals of the institution. 10

12 Appendix I-A.5 Expanding research initiatives by: 1) providing financial support to facilitate collaboration, presentations, and meeting attendance; 2) expanding support staff; and 3) improving the SON nursing research centers. Procuring endowment funding to sustain and expand research initiatives, centers, and chairs. Create innovative models of education and practice We commit to building on the UVA SON 110-year history of leadership and excellence in nursing education by creating and nurturing inter-professional teams who collaboratively learn, practice, and conduct research, locally and globally. We will achieve this goal by: Expanding inter-professional education opportunities across schools, institutions, and disciplines to facilitate safe and effective coordinated, compassionate care. Maintaining current collaborations and developing new partnerships on the local, regional, and international levels. Integrating professional learning programs with the goal of developing inter-professional core competencies. Recruiting and mentoring multicultural students by designing a streamlined, competencybased, nursing curriculum that expedites the progression of students from undergraduate to doctorate. Supporting an increased number of inter-professional faculty teams dedicated to designing these creative curricular opportunities for students. Securing funds for the development of service-learning, clinical, and outreach experiences on the national and international levels. Providing professional development opportunities and cutting-edge technology to enhance academic and clinical performance. Funding teaching opportunities for graduate and undergraduate students to augment the cadre of experienced nursing faculty. Providing financial support to encourage and enable students and faculty to publish and present locally, nationally, and internationally. Identifying funding sources to support innovative collaborative endeavors such as simulation, distance learning, and virtual teaching and research. Foster well being and collegial spirit in a healthy work environment We pledge to nurture the health and well being of each member of the SON community to enhance their ability to provide high quality compassionate health care. We will achieve this goal by: Celebrating the contributions of all members of the SON community through appreciative practices in an atmosphere of collegiality, respect and inclusion. Fostering employee health, resilience, and well being by offering self-care and physical activity programs, lifelong learning, professional development, and social opportunities. Providing healthy work, classroom, and gathering spaces which meet the needs and abilities of all members of the community. Enhancing communications by using innovative technologies to showcase: research findings and funding, cutting-edge clinical and simulation activities, inter-professional educational advancements, and community service. Rewarding the accomplishments of faculty and staff through incentives, awards, bonuses, and research, teaching, and staff leaves (sabbaticals). 11

13 Appendix I-A.6 Frameworks Appendix I-A.6 12

14 Appendix I-A.6 13

15 Appendix I-A.6 14

16 Appendix I-A.6 15

17 Appendix I-A.6 16

18 Appendix I-B.1 School of Nursing Evaluation Plan I PROGRAM QUALITY: MISSION AND GOVERNANCE KEY ELEMENTS/INDICATORS SOURCES OF DATA FREQUENCY OF REVIEW RESPONSIBLE REPORT I-A. The mission, goals, and expected student outcomes are congruent with those of the parent institution and consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals. Undergraduate and Graduate Records (UVA publications) School of Nursing (SON) planning documents UVA planning documents Virginia Board of Nursing regulations AACN Essentials of Baccalaureate Education for Professional Nursing Practice AACN Essentials of Master's Education in Nursing AACN Essentials of Doctoral Education for Advanced Nursing Practice Professional nursing organization competency documents AACN benchmarks National standards/recommendations such as IOM Future of Nursing, Carnegie Report of Nursing Education, Core Competencies for Interprofessional Practice Every 4 years Review Due Date: Initiates: Associate Deans for Academic Programs and Research Facilitates: Steering Committee BSN Program Committee MSN/DNP Programs Committee PhD Program Committee Program Directors Program Coordinators Academic Leadership and Outcomes Committee Annual report of SON committees for academic year SON Academic Annual Report Appendix I-B.1 - Faculty Handbook Policy # (2013) 17

19 I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as appropriate, to reflect: professional nursing standards and guidelines; and the needs and expectations of the community of interest. UVA Undergraduate and Graduate Records SON planning documents Virginia Board of Nursing regulations AACN Essentials of Baccalaureate Education for Professional Nursing Practice AACN Essentials of Master's Education in Nursing AACN Essentials of Doctoral Education for Advanced Practice Nursing Professional organization competency documents AACN benchmarks SON Advisory Board Every 4 years Review Due Date: Initiates: Associate Deans for Academic Programs and Research Facilitates: Steering Committee BSN Program Committee MSN/DNP Program Committee PhD Program Committee Program Directors Annual report of SON committees for academic year SON Academic Annual Report SON Annual Development Report I-C. Expected faculty outcomes in teaching, scholarship, service, and practice are congruent with the mission, goals, and expected student outcomes. Annual faculty performance materials including identification of future goals UVA Faculty Handbook SON Faculty/Staff Handbook SON Appointment, Promotion and Tenure Criteria Virginia Board of Nursing regulations Annually March-May Initiates: Dean and Associate Deans for Academic Programs and Research Facilitates: Department Chairs Associate Deans for Academic Programs and Research Dean Results of review are reflected in faculty files/department files I-D. Faculty and students participate in program governance. SON Faculty Organization Bylaws SON standing committee and Faculty Organization minutes Every 4 years Cycle Review: Initiates: Associate Dean for Academic Programs Facilitates: Associate Dean for Annual Report of Faculty Organization by the Steering Committee SON Academic Annual Report Appendix I-B.1 18

20 SON Advisory Board minutes AACN EBI exit surveys AACN EBI alumni surveys Academic Programs Associate Dean for Research Assistant Deans for the Office of Admissions and Student Services Steering Committee I-E. Documents and publications are accurate. References to the program s offerings, outcomes, accreditation/ approval status, academic calendar, recruitment and admission policies, grading policies, degree completion requirements, tuition, and fees are accurate. UVA Undergraduate and Graduate Records UVA and SON admission materials SON Student Handbooks SON Faculty/Staff Handbook SON Web site and other Internet information SON Alumni Association publications/materials SON faculty recruitment materials Annually in June Initiates: Associate Deans for Academic Programs and Research Facilitates: Associate Dean for Academic Programs Associate Dean for Research Associate Dean for Administration Assistant Deans for the Office of Admissions and Student Services Dean s Council Revisions reported to Associate Dean for Academic Programs in August Associate Dean reports to Steering Committee and Academic Leadership and Outcomes Committee in September SON Academic Annual Report I-F Academic policies of the parent institution and the nursing program are congruent. These policies support achievement of the mission, goals, and expected student outcomes. These policies are fair, equitable, and published and are reviewed and revised as necessary to foster program improvement. These policies include, but are not limited to, those related to student recruitment, admission, retention, and progression. UVA Undergraduate and Graduate Records SON Student Handbooks SON Faculty/Staff Handbook SON course syllabi UVA and SON admission materials University Provost s Office SON planning documents Annually in June Initiates: Associate Dean for Academic Programs Facilitates: Assistant Deans for the Office of Admissions and Student Services Program Directors Program Coordinators SON Assessment Coordinator BSN Program Committee and faculty MSN/DNP Programs Associate Dean reports to Steering Committee and Academic Leadership and Outcomes Committee in September SON Academic Annual Report reflects changes in policy as appropriate Appendix I-B.1 19

21 Committee and faculty PhD Program Committee and faculty I-G. There are established policies by which the nursing unit defines and reviews formal complaints. UVA Undergraduate and Graduate Record SON Faculty/Staff Handbook SON course and clinical evaluations AACN EBI exit surveys Associate Dean for Academic Programs office files Annually fall and spring Initiates: Associate Dean for Academic Programs Facilitates: Office of the Associate Dean for Academic Programs Assistant Deans of the Office of Admissions and Student Services Associate Dean reports to Steering Committee and the Academic Leadership and Outcomes Committee in September SON Academic Annual Report reflects changes in policy as appropriate II PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES KEY ELEMENTS/INDICATORS SOURCES OF DATA FREQUENCY OF REVIEW RESPONSIBLE REPORT II-A. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed. Annual report from the Office of the Associate Dean for Research Annual SON budget report Academic Annual Report from the Office of the Associate Dean for Academic Programs Annually in August Initiates: School of Nursing Dean Facilitates: Associate Dean for Academic Programs Associate Dean for Research Associate Dean for Administration Assistant Deans for the Office of Admissions and Student Services Assistant VP for Health System Development- Nursing Dean reports to faculty in fall semester Appendix I-B.1 20

22 Department Chairs Program Directors Program Coordinators II-B. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs. Annual report from the Office of the Associate Dean for Research Annual SON budget report Academic Annual Report from the Office of the Associate Dean for Academic Programs Annually in August Initiates: School of Nursing Dean Facilitates: Associate Dean for Academic Programs Associate Dean for Research Associate Dean for Administration Assistant VP for Health System Development- Nursing Assistant Deans for the Office of Admissions and Student Services Department Chairs Program Directors Program Coordinators Dean reports to faculty in fall semester II-C. The chief nurse administrator: is a registered nurse (RN); holds a graduate degree in nursing; is academically and experientially qualified to accomplish the mission, goals, and expected student and faculty outcomes; is vested with the administrative authority to accomplish the mission, goals, and expected student and faculty outcomes; and provides effective leadership to the nursing unit in achieving its mission, goals, and expected student and faculty outcomes. Dean's curriculum vita Five-year administrative review results Recognition of accomplishments Every 5 years from date of appointment Initiates and Conducts: University Provost Per UVA Provost procedure/ guideline/recommendation Appendix I-B.1 21

23 II-D. Faculty members are: sufficient in number to accomplish the mission, goals, and expected student and faculty outcomes; academically prepared for the areas in which they teach; and experientially prepared for the areas in which they teach. Faculty vitae Annual faculty teaching/ research/practice assignments List of PhD, MSN/DNP, BSN course/clinical sections Committee minutes related to faculty recruitment needs Outcomes of annual faculty recruitment efforts Annual report from the Associate Dean for Research/Director of the Office for Nursing Research SON course evaluations Annually in August (and as needed) Initiates: Associate Deans for Academic Programs, Research and Administration Facilitates: Dean Department Chairs Program Directors Program Coordinators Department Faculty Search Committee Dean reports to faculty in fall semester II-E. When used by the program, preceptors, as an extension of faculty, are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes. II-F. The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes. Preceptor vitae Preceptor evaluations by faculty Preceptor evaluations by student SON Web page for preceptor and clinical faculty training Dean's annual State of the School Annual faculty teaching assignments/workload determinations Annual report from Associate Dean for Research Academic Annual Report from Associate Dean for Academic Programs Annual salary information in comparison to other equivalent institutions AACN benchmarks Annually in August Annually March-May Initiates: Associate Dean for Academic Programs Facilitates: Program Directors Program Coordinators Initiates: School of Nursing Dean Facilitates: Associate Dean for Academic Programs Associate Dean for Research Associate Dean for Administration Department Chairs Steering Committee Initiated Web page for preceptors and clinical faculty Fall 2013 Dean reports to faculty in fall semester Appendix I-B.1 22

24 III PROGRAM QUALITY: CURRICULUM AND TEACHING-LEARNING PRACTICES AND INIVIDUAL STUDENT LEARNING OUTCOMES KEY ELEMENTS/INDICATORS SOURCES OF DATA FREQUENCY OF REVIEW RESPONSIBLE REPORT III-A. The curriculum is developed, implemented, and revised to reflect clear statements of expected individual student learning outcomes that are congruent with the program s mission, goals, and expected student outcomes. UVA Undergraduate and Graduate Records SON Student Handbooks BSN Program Committee minutes MSN/DNP Programs Committee minutes DNP Program Committee minutes PhD Program Committee minutes Academic Leadership and Outcomes Committee minutes Every 4 years Continuous Cycle Review for Academic Programs: BSN-conducted ; next cycle due (completed and submitted) MSN-conducted ; next cycle due (completed and submitted) Initiates: Associate Dean for Academic Programs Facilitates: Program Directors (BSN, MSN/DNP, PhD) in collaboration with Program Committees and program faculty review and SON Assessment Coordinator Annual reports of committees reflect result of review and/outcomes including Academic Leadership and Outcomes Committee minutes/documents DNP-cycle review due (completed and submitted) PhD-conducted 2010; next cycle due (completed and submitted) III-B. Expected individual student learning outcomes are consistent with the roles for which the program is preparing its graduates. Curricula are developed, implemented and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum, AACN Essentials of Baccalaureate Education for Professional Nursing Practice AACN Essentials of Master's Education in Nursing AACN Essentials of Every 4 years Continuous Cycle Review for Academic Programs: BSN-conducted ; next cycle due Initiates: Associate Dean for Academic Programs Facilitates: Program Directors in collaboration with Program Committees and program Annual reports of committees reflect result of review/outcomes including Academic Leadership and Outcomes Committee minutes/documents Appendix I-B.1 23

25 expected individual student learning outcomes, and expected aggregate student outcomes. Doctoral Education for Advanced Nursing Practice Professional organization competency documents SON course and clinical evaluations SON faculty evaluations of clinical sites SON course syllabi/clinical evaluation tools Virginia Board of Nursing regulations National standards for NP competencies AACN benchmarks National standards/recommendatio ns such as IOM Future of Nursing, Carnegie Report of Nursing Education, Core Competencies for Interprofessional Practice (completed and submitted) MSN-conducted ; next cycle due (completed and submitted) DNP-cycle review due (completed and submitted) PhD-conducted 2010; next cycle due (completed and submitted) faculty review and SON Assessment Coordinator III-C. The curriculum is logically structured to achieve expected individual and aggregate student outcomes. The baccalaureate curriculum builds upon a foundation of the arts, sciences, and humanities. Master s curricula build on a foundation comparable to baccalaureate level nursing knowledge. DNP curriculum build on a baccalaureate and/ master s foundations, depending on the level of entry of the student. UVA Undergraduate and Graduate Records SON Student Handbooks BSN Program Committee minutes MSN-DNP Programs Committee minutes DNP Program Committee minutes PhD Program Committee minutes Academic Leadership and Outcomes Committee Every 4 years Continuous Cycle Review for Academic Programs: BSN-conducted ; next cycle due (completed and submitted) MSN-conducted ; next cycle due (completed Initiates: Associate Dean for Academic Programs Facilitates: Program Committee in collaboration with Program Directors, Program Coordinators and program faculty Annual reports of committees reflect result of review/outcomes including Academic Leadership and Outcomes Committee minutes/documents Appendix I-B.1 24

26 minutes Minutes of task forces appointed by BSN, MSN, DNP, or PhD Committees Virginia Board of Nursing regulations AACN Essentials of Baccalaureate Education for Professional Nursing Practice AACN Essentials of Master's Education in Nursing AACN Essentials of Doctoral Education for Advanced Nursing Practice NTF Criteria for Evaluation of Nurse Practitioner Programs and submitted) DNP-cycle review due (completed and submitted) PhD-conducted 2010; next cycle due (completed and submitted) III-D. Teaching-learning practices and environments support the achievement of expected individual student learning outcomes. SON course syllabi SON student learning outcomes SON Student Handbooks grading SON end-of -program objectives Annually in spring and fall Initiates: Associate Dean for Academic Programs Facilitates: Program Directors Program Coordinators SON Assessment Coordinator Program Committees Annual reports of committees reflect result of review/outcomes including Academic Leadership and Outcomes Committee minutes/documents III-E Curriculum and teachinglearning practices consider the needs and expectations of the community of interest SON Advisory Board meetings minutes BSN Program Committee minutes MSN/DNP Programs Committee minutes DNP Program Committee minutes Annually in December Initiates: Associate Dean for Academic Programs Facilitates: Program Directors and Coordinators in collaboration with Program Committee and Annual reports of committees reflect result of review/outcomes including Academic Leadership and Outcomes Committee minutes/documents Appendix I-B.1 25

27 PhD Program Committee minutes SON course and clinical evaluations Faculty Organization meeting minutes UVA Health System s Nursing Council for Clinical and Administrative Collaboration meeting minutes Alumni surveys Exit surveys Employer surveys SON clinical site (community and inpatient) evaluations and preceptor evaluations program faculty review III-F. Individual student performance is evaluated by the faculty and reflects achievement of expected individual student learning outcomes. Evaluation policies and procedures for individual student performance are defined and consistently applied. UVA Undergraduate and Graduate Records SON Student Handbooks SON course syllabi SON clinical evaluation tools SON exemplar papers/exams/ projects/dissertations Annual NCLEX results Advanced Practice Registered Nurse certification results (as available) Annually in spring and fall Initiates: Associate Dean for Academic Programs Facilitates: Program committees in collaboration with: Course professors Clinical faculty Program Directors Program Coordinators Annual reports of committees reflect result of review/outcomes including Academic Leadership and Outcomes Committee minutes/documents III-G. Curriculum and teachinglearning practices are evaluated at regularly scheduled intervals to foster ongoing improvement. Program course evaluation summaries for Academic Leadership and Outcomes Committee Annually at course level. Every 4 years at Initiates: Associate Dean for Academic Programs Annual reports of committees reflect result of review/outcomes including Academic Appendix I-B.1 26

28 BSN Program Committee minutes MSN/DNP Programs Committee minutes DNP Program Committee minutes PhD Program Committee Minutes Minutes of appointed curriculum task forces Clinical site evaluations program level. Continuous Cycle Review for Academic Programs: BSN-conducted ; next cycle due (completed and submitted) MSN-conducted ; next cycle due (completed and submitted) Facilitates: Program Committees in collaboration with Program Directors and program faculty Leadership and Outcomes Committee minutes/documents DNP-cycle review due (completed and submitted) PhD-conducted 2010; next cycle due (completed and submitted) IV PROGRAM EFFECTIVENESS: AGGRGATE STUDENT PERFORMANCE AND FACULTY ACCOMPLISHMENTS KEY ELEMENTS/INDICATORS SOURCES OF DATA FREQUENCY OF REVIEW RESPONSIBLE REPORT IV-A Surveys and other data sources are used to collect information about student, alumni, and employer satisfaction and demonstrated achievements of graduates. Collected data include, but are not limited to, graduation rates, as appropriate. AACN EBI exit surveys AACN EBI alumni surveys AACN EBI employer surveys Academic Annual report from the Office of the Annually October- December Initiates: Associate Dean for Academic Programs Facilitates: Assistant Deans for the Office of Academic and Student Services Program committees and Academic Leadership and Outcomes committee minutes reflect outcomes Associate Dean reports to Steering Committee/Faculty Organization and Academic Appendix I-B.1 27

29 Associate Dean for Academic Programs Annual NCLEX results Advanced Practice Registered Nurse certification results (as available) Program Directors and Coordinators in collaboration with Program Committees and program faculty Leadership and Outcomes Committee in December IV-B. Aggregate student outcome data are analyzed and compared with expected student outcomes. Program student learning assessment plan Program committee minutes Specific student learning assessment reports-such as Elsevier Support and Assessment Program University competency assessment reports Monthly during academic year for appropriate program committee and Academic Leadership and Outcomes committee meetings Initiates: Associate Dean for Academic Programs Facilitates: Program Committee Program Directors Program Coordinators SON Assessment Coordinator University Competency Assessment Report Annual Report SON Assessment Coordinator to SON ADAP and UVA Office of Institutional Assessment and Studies Annual reports of program committees Academic Annual Report IV-C Aggregate student outcome data provide evidence of the program s effectiveness in achieving its mission, goals, and expected outcomes. Program student learning assessment plan Program committee minutes Specific student learning assessment reports-such as Elsevier Support and Assessment Program University competency assessment reports Monthly during academic year for appropriate program committee and Academic Leadership and Outcomes committee meetings Initiates: Associate Dean for Academic Programs Facilitates: Program Committee Program Directors Program Coordinators SON Assessment Coordinator Annual Report SON Assessment Coordinator to SON ADAP and UVA Office of Institutional Assessment and Studies Annual reports of program committees Academic Annual Report IV-D Aggregate student outcome data are used, as appropriate, to foster ongoing program improvement. Program student learning assessment plan Program committee minutes Specific student learning assessment reports-such Monthly during academic year for appropriate program committee and Academic Leadership and Outcomes Initiates: Associate Dean for Academic Programs Facilitates: Program Committee Annual Report SON Assessment Coordinator to SON ADAP and UVA Institutional Assessment and Studies Appendix I-B.1 28

30 as Elsevier Support and Assessment Program University competency assessment reports committee meetings Program Directors Program Coordinators SON Assessment Coordinator Annual reports of program committees Academic Annual Report IV-E Aggregate faculty outcomes are consistent with and contribute to achievement of the program s mission, goals, and expected student outcomes. Annual faculty performance evaluation materials with Department Chair summaries Benchmarks (program level) SON Faculty/Staff Handbook Benchmarks (faculty level) SON Faculty/Staff Handbook Current list of funded grants Current list of faculty productivity (scholarly) Current list of student productivity (scholarly) Annual AACN Benchmarking Survey Annually in spring Initiates: Associate Dean for Academic Programs and Research Facilitates: Department Chairs analyze annual benchmarking data for Department Associate Deans analyze for SON Associate Dean reports to Faculty Organization/Steering Committee in fall IV-F. Information from formal complaints is used, as appropriate, to foster ongoing program improvement. SON course and clinical evaluations AACN EBI exit surveys Associate Dean for Academic Programs office files Annually fall and spring Initiates: Associate Dean for Academic Programs Facilitates: Office of the Associate Dean for Academic Programs Assistant Deans of the Office of Admissions and Student Services Reports to program committees and Academic Leadership and Outcomes Committee in September Benchmarks for faculty outcomes, program outcomes and student outcomes can be found in the UVA School of Nursing Faculty/Staff Handbook in inursing Policy # Course & Clinical Faculty Guidelines. Appendix I-B.1 29

31 NOTES: School of Nursing Evaluation Plan developed 4/25/03 Reviewed by ADAP: 7/2007 Substantive Changes: 12/2008 Continuous Quality Improvement Process for CCNE in Spring 2009 Program Review for UVA in Fall 2009 CCNE self study and visit in Fall 2013 Virginia Board of Nursing self study and visit in Fall 2013 SACS 5 year cycle review in Spring 2013 Reviewed 8/2011 Revised by ADAP: 8/8/2012 Annual Review by Faculty Organization Fall 2012 Note attached Academic Schematics for Quality Improvement Revised by ADAP: 8/14/2013 Annual Review by Faculty Organization pending Fall 2013 Appendix I-B.1 30

32 Appendix I-B.1 31

33 Appendix I-B.1 32

34 Appendix I-C.1 - Faculty and Staff Handbook Policy # (2012) Appendix I-C.1 UNIVERSITY OF VIRGINIA SCHOOL OF NURSING PROMOTION AND TENURE POLICIES AND PROCEDURES AND CRITERIA FOR TEACHING, RESEARCH AND SERVICE ACCORDING TO PROFESSIONAL RANK Initially Prepared for Distribution Fall 1986 Revised 1987, 1993, 1995, 2000, 2001, 2004, 2005, 2006, 2007, 2008 Revised Spring 2009 (addition of Research Professor Criteria) Revised Spring 2009 Guidelines for Mid-Point Review of Tenure Track Faculty Revised Spring 2010 (Criteria for Non-tenure and Tenure Track Faculty) Revised Spring 2011 (Deleted Appendices A & B criteria used by those applying for promotion prior to December 15, 2010.) 33

35 Appendix I-C.1 TABLE OF CONTENTS POLICIES AND PROCEDURES FOR PROMOTION AND TENURE Page Preamble Process for Faculty Appointment, Promotion and Tenure Process for Initial Appointment Process for Promotion for Current Faculty Policies for Faculty Promotion and Tenure Policies for Non-Tenure Track Faculty Policies for Tenure Track Faculty Procedures for Faculty Promotion and Tenure Calendar for Submission of Materials Procedure for Submitting Materials Procedures for Non-Tenure and Tenure Track Guidelines for Mid-Point Review of Tenure Track Faculty Mid-Point Review Calendar Required Materials Procedure 10 CRITERIA FOR TEACHING, RESEARCH AND COMMUNITY AND PROFESSIONAL SERVICE BY PROFESSORIAL RANK Tenure Track Faculty Criteria Non-Tenure Track Faculty Criteria Research Professor Criteria Research Assistant Professor 20 Research Associate Professor 21 Research Professor 22 34

36 Appendix I-C.1 POLICIES AND PROCEDURES FOR PROMOTION AND TENURE Preamble The School of Nursing has a threefold obligation: education, research, and service. To carry out the responsibilities of the School of Nursing, the faculty must be representative of diverse skills and functions. The relative importance of teaching, research/scholarly activities, and professional and community service will vary within the School and for individual faculty members. The School of Nursing policies related to appointment, promotion, and tenure are based on three basic assumptions. First, all faculty members hold the highest ethical and professional standards in their efforts to support the tripartite mission of the School of Nursing. Second, criteria for appointment, promotion, and tenure provide a cumulative foundation to guide academic career progression. Third, evaluation is based on the extent to which the faculty member has met the criteria for professorial rank to which the faculty member aspires. Within the criteria shown below, possible sources of evidence are provided for the ranks of full and associate professors; these sources are not all inclusive, and all need not be met. Given that many new faculty members are initially appointed to the rank of assistant professor, a brief description of the criteria for that rank is provided below as a guide for initial appointments. The School of Nursing values multidisciplinary and team work, but documentation of all collaborative contributions must make clear the candidate s contributions to joint products. Boyer s (1990) typology of scholarship provides the basis for evaluation of professorial rank. The scholarship of discovery is original research from a program of research and scholarly work that expands or challenges knowledge. It encompasses the pursuit of phenomena and observations that result in generation of new knowledge. The scholarship of integration combines and connects disciplines related to nursing through the process of creative synthesis or analysis that seeks to interpret, draw together, and bring new insight to original research. The scholarship of integration requires innovative thinking to integrate isolated facts and illuminates data by putting these in perspective and fitting these facts into larger intellectual patterns. The scholarship of teaching encompasses transmitting, transforming, and extending knowledge to learners. The scholarship of application relates to how knowledge is applied to existing problems of consequence. Ref: Boyer, E.L. (1990). Scholarship reconsidered. The Carnegie Foundation for the Advancement of Teaching; American Association for the College of Nursing, Position Statement on Defining Scholarship for the Discipline of Nursing, March, 1999, Washington, DC (aacn.nche.edu) 35

37 Appendix I-C.1 Confidentiality APT Committee members will not disclose their own personal or other Committee members opinions outside the Committee, except as may be relevant to the discharge of their responsibilities including with appropriate University officers, such as the Dean or the candidate. 1.0 PROCESS FOR FACULTY APPOINTMENT, PROMOTION AND TENURE 1.1 Process for Initial Appointment to Rank The Appointment, Promotion and Tenure (APT) Committee uses the established School of Nursing criteria to make recommendations to the Dean related to professorial rank at the initial appointment. The criteria for appointment and promotion are used as baseline criteria in reviewing credentials to recommend rank at the time of appointment. 1.2 Process for Promotion and/or Tenure for Current Faculty Members Current faculty members who believe they are eligible for promotion and /or tenure should review the criteria for the rank to which they would like to apply, discuss their accomplishments with the Department Chair, and then meet with the APT Committee in the spring, prior to the fall submission deadline, to discuss their intent and receive guidance. If the candidate decides to apply for promotion or tenure, he/she must submit a notice of intent by the third Monday of May and submit all application materials by the third Monday in August. Candidates can submit addendum materials (such as new publication, notice of funded grants, or other relevant updates) to the Dean between December 1 st (when s/he receives the recommendation from the APT Committee) and February 1 st (when s/he submits materials to the Provost.) When considering a candidate for a rank that is not represented on the Committee, an established faculty member at that rank will be invited to consult with the Committee. After reviewing the candidate s materials based on the criteria for rank, the APT Committee makes its recommendation to the Dean of the School of Nursing by December 1. After reviewing the candidate s materials and the Committee s recommendation, the Dean communicates her/his recommendation regarding promotion and/or tenure to the University Provost by early February. The Committee summary, recommendation and vote are included in the communication to the Provost by the Dean. At the time of submission to the Provost, the Dean communicates her/his recommendation to the candidate both orally and in writing, and sends a written notice informing the APT Committee. Following the decision by the Provost, the candidate receives information about the decision in writing usually before the end of spring term. The final decision by the Board of Visitors (BOV) is conveyed in writing, usually during the summer. Faculty candidates for promotion and/or tenure may appeal the decision of the Dean, by following policies described on the webpage of the Provost of the University, based on issues of procedural irregularity or bias. Another avenue for appeal is the Grievance Committee of the Faculty Senate. The American Association of University Professors has historically provided 36

38 Appendix I-C.1 guidelines and position statements about promotion and tenure, and is therefore a source of information and support for faculty members. 2.0 POLICIES FOR FACULTY PROMOTION AND TENURE 2.1 Promotion Policies for Non-Tenure Track Faculty Non-Tenure Track faculty members, who represent a broad range of roles and services to the School of Nursing, for example, clinical faculty and faculty with joint appointments, are faculty holding appointments with term. Guidelines for promotion include competence in teaching, research/scholarly activities, and service. In addition to evidence of sustained and substantial contributions in two or more of the three areas (all three for professor level), there must be evidence of scholarship manifested in publications in at least one area of specialty. A faculty member may seek promotion in any year of their employment by submitting a letter of intent to the APT Committee Chair by the third Monday in May. 2.2 Promotion and Tenure Policies for Tenure Track Faculty The Dean recommends appointments without term to the Provost after reviewing recommendations from the Appointment, Promotion and Tenure Committee. An appointment without term, this is, tenure, signifies a major commitment from the School and University to faculty who become tenured. Implicit in this relationship is the reciprocal commitment of tenured faculty to the School and University. Tenured faculty members are considered senior faculty The requirements for tenure are: Earned doctorate or equivalent Achievement of the rank of Associate Professor of Nursing Evidence of achievement in all three areas of teaching, research/scholarly activities, and service with evidence of excellence in all three areas Evidence of continuing contribution to the goals of the School of Nursing, the University and the Health System The School of Nursing uses the 1940 statement about tenure policies and procedures of the American Association of University Professors (AAUP) with updates from the statements published in 1970 (Refer to: as follows: The probationary period for tenure is seven years (14 semesters) of full-time employment at the University of Virginia as a faculty member. (* see below regarding extensions) A faculty member may be reviewed for tenure any time during the first six years of the seven year (14 semesters) probationary period, but must be reviewed by the sixth year (11 th or 12 th semester) of full-time faculty service.(*see below regarding extensions). 37

39 Appendix I-C Faculty members requesting a tenure decision should submit supporting data to the APT Committee by the third Monday in August preceding the end of the sixth year of full-time service A faculty member must be tenured prior to the eighth year of teaching or released. If appointment without term is to be denied at the end of the seventh year (14 semesters), the faculty member must be notified one year in advance of the tenure date, e.g., at the end of the sixth year (12 th semester) of full-time employment, May In addition to the above policies, the School of Nursing has adopted a mid-point review process. Refer to the Guidelines for Mid-Point Review of Tenure Track Faculty (in the Faculty/Staff Handbook). *Regarding extensions to the tenure clock: The University of Virginia policy for faculty who are appointed full time in January is to not begin their tenure clock until August of that same year. *Under special circumstances, an extension may be granted to a faculty member for an additional period prior to review for tenure. Faculty members who wish to apply for an extension should discuss this with their Department Chair and then submit a request for an extension in writing to the APT Committee and the Dean of the School. *Faculty members who are denied tenure during the 6 th year may be allowed to reapply during the 7 th year if circumstances warrant During the probationary period, if a faculty member is not going to be reappointed, the following notice must be given: During the first year of employment, a three-month notice is required (March 1) During the second year of employment, a six-month notice is required (December 15) Between the third and sixth years of employment, a one-year notice is required (May 31) For non-reappointment after the tenure due date, a one-year notice is required (May 31). (Refer to: PROCEDURES FOR FACULTY PROMOTION AND TENURE 3.1 Calendar for Submission of Promotion and Tenure Materials To implement the policies regarding faculty promotion and tenure, certain procedures and deadlines have been established. Below are the deadlines for the submission of materials. Third Monday in May Both Promotion and Tenure Decisions Faculty submit a letter to the Chair of the APT Committee indicating their intent to seek promotion and/or tenure and the aspired rank. Faculty will send a copy of that letter 38

40 Appendix I-C.1 to the Associate Dean for Academic Programs which will trigger a compilation of student evaluations by the Associate Dean s office and a second copy to their Department Chair to trigger the Chair to prepare an Executive Summary of all annual administrative evaluations. Third Monday in August Third Monday in August Promotion Decisions - Faculty submit data to the APT Committee for promotion decisions that take effect the following year. (The procedures to be followed are detailed later in this document.) Tenure Decision - Faculty submit data for tenure decisions which is mandatory in the sixth year of service. (The procedures to be followed are specified later in this document, along with information about possible extensions). 3.2 Procedure for Submitting Materials All materials for APT Committee consideration must be in the possession of the Committee Chair by the third Monday in August. This includes peer teaching evaluations, executive summaries by the Department Chair, letters of support you have requested, and all other required documentation as listed below. The letters should be ed to the Chairperson of the APT Committee. Subsequent to receiving these materials some information will be copied for Committee use; therefore, it is important that the original materials be in a form that permits clear duplication. All materials submitted are maintained as confidential with access only to faculty members eligible to vote. Upon receipt of the materials, the secretarial staff for the Committee will provide the faculty member with a copy of the submitted materials for his/her files. The original materials will remain on file in the Dean s office. The secretarial staff for the Committee will provide information at the faculty member s request about the receipt of materials, such as external letters of support, until the deadline for submission of materials. 3.3 Procedures for Submitting Materials for Promotion of Non-Tenure Track Faculty and Tenure Track Faculty All candidates seeking promotion and/or tenure submit: Self evaluation: No more than 20 pages, double-spaced in font no smaller than 12 point. Emphasis should be on describing accomplishments since coming to the University of Virginia. The self evaluation should be in regular prose and contain specific examples as appropriate. Candidates should outline contributions to the School, University, Health System and the profession in the areas of teaching, scholarship and service. The last portion must include goals for the next year and next 5 years Curriculum vitae: Use the prescribed School of Nursing format (see Faculty and Staff Handbook on the shared I drive for vitae format). 39

41 Appendix I-C Annual evaluations: Completed by the Department Chair for each of the years on faculty (only for the time period since one s last promotion). An Executive Summary of all annual evaluations completed by the Department Chair must be included. Faculty with joint appointments to other departments or agencies should submit annual evaluations by the clinical manager for relevant years Teaching evaluations: A concise table will be prepared during the summer by Associate Dean for academic programs summarizing teaching evaluations by students for the last 3 years, including numerical ratings and student comments. It is the responsibility of the candidate to ensure that the summary has been completed. Analysis of this data by the faculty candidate should be included in the self evaluation Two peer teaching evaluations: The candidate must solicit teaching evaluations completed by experienced, ranked faculty members in the School or other recognized teachers from the University. Evidence of success by current or former students can be included if relevant Provide a list of 5 individuals from whom the candidate will solicit letters of evaluation of scholarship, teaching and/or service. Although the candidate requests these letters, they should be mailed directly to the Chair of the APT Committee by the due date Publications: Select 4 publications that have been published since your most recent review for promotion that best demonstrate contributions to nursing science and/or healthcare knowledge and have had the greatest impact in specialty areas. In addition to materials above, faculty aspiring to the rank of Associate or Full Professor must submit: Names of five individuals who are recognized experts in the field and can serve as external reviewers. Those named must be at or above the rank sought by the candidate and have expertise the candidate s identified areas of specialty knowledge. In the list of names provided, include academic rank, institutional affiliation, area of expertise, rationale for choice, and describe relationship to the candidate (professional and personal). Include complete es, phone and where external reviewer can be reached. Note: The APT Committee retains the right to seek review of an applicant s materials from external experts not on the applicant s list Citations: An account of the times your work has been cited by other scholars (assistance is available by reference librarians in the Health Sciences Library) Grants: Submit summary sheets that describe the project and provide the critique by the review panel over the period of time that the candidate has been on faculty at UVA SON (typically a 6-year period for Tenure Track faculty). 3.4 Mid-Tenure Review Summary: Submit full summary. 40

42 Appendix I-C.1 NOTE: Materials must fit in ONE 3-ring notebook with a list of additional materials available upon request by the APT Committee. A review of the materials will be conducted by an administrative assistant to the APT Committee. Materials will be returned to the candidate if extra materials are included or if materials are missing. NOTE: As noted above, additional material of major significance can be submitted to the APT Committee after the August deadline and prior to December 1 st. Similarly, significant updates can be submitted to the Dean between December 1 st and February 1 st deadline for submission to the Provost. After the February 1 st deadline, faculty receiving additional material of major significance should contact the Dean regarding whether the additional information can be submitted to the Provost s office for review by the Provost s Promotion and Tenure Committee. Examples of such updates could include receipt of significant awards, notice of grant funding, important publications, etc Additional information about Promotion and Tenure policies can be obtained at the University of Virginia s Office of the Provost: GUIDELINES FOR MID-POINT REVIEW OF TENURE TRACK FACULTY The purpose of the Mid-Point Review is to evaluate progress of non-tenured, tenure track faculty toward meeting Promotion and Tenure Criteria. The Mid-Point Review will be a process distinct from the regular annual review for the third year. The annual review measures faculty performance and accomplishments against the criteria for the current rank and is conducted by appropriate administrative personnel. The Mid-Point Review measures a tenure-track faculty member s performance and accomplishments to date against the aspired rank, generally that of Associate Professor. The review is implemented by the Appointment, Promotion and Tenure (APT) Committee. Faculty on the tenure track in the School of Nursing normally shall undergo a Mid-Point Review in the spring semester of their third year of employment. The Mid-Point Review Committee shall consist of four (4) faculty members as follows: a member of the APT Committee and three additional tenured faculty members at or above the aspired rank, and evenly representing the two administrative departments. The APT representative of the committee is responsible for convening the Committee. 4.1 The following calendar for the mid-point review will be followed: October 15: APT Committee appoints members for each mid-point review candidate. November 15: The mid-point review committee is appointed and a calendar for review for each mid-point review candidate is established. 2 nd Monday in January: Mid-point review materials are submitted to the Administrative Secretary to the APT Committee. March 30: All review activities including recommendations to the Dean are completed. 4.2 Required Materials: The faculty member being reviewed shall submit to the APT Committee s Administrative Secretary one copy of the following materials: 1. Updated Curriculum Vitae 2. Self-evaluation containing evidence for teaching, scholarly/research productivity and service contributions relative to the rank of Associate Professor (or aspired rank). 41

43 Appendix I-C.1 3. Summation of teaching responsibilities including student and peer evaluations, and advising responsibilities. 4. Evidence of scholarly/research productivity. 5. A letter from the Associate Dean for Research documenting progress in research/scholarship. 6. Evidence of professional/service contributions. (This might include faculty practice, program development and committee participation.) 7. The applicant shall include all of his/her annual self-evaluations (including the administrative reviews) with the packet of materials. 8. A letter from the Department Chair documenting progress in research/scholarship and summarizing the annual administrative faculty evaluations. 9. Any other information that provides both quantitative and qualitative evidence of meeting criteria for the rank aspired to by the faculty member. 10. Goals for the upcoming three years. 4.3 Procedure: The APT Mid-Point Review Committee will evaluate the materials and any other pertinent information they request from the faculty member, the Department Chair, or any other immediate supervisor. The Mid-Point Review Committee Chair will prepare a letter summarizing the faculty member s progress with regard to tenure and make a recommendation to the Dean that the faculty member: 1. is making satisfactory progress toward candidacy for tenure and should be offered a second multiyear appointment; or 2. is not making reasonable progress toward a successful candidacy for tenure and should not be reappointed and notice thereof provided in accordance with SON policy. The Mid-Point Review Committee shall send a copy of the letter to the mid-point faculty candidate either to his or her office or by US Mail to his or her home of record. The Mid-Point Review Committee also shall meet with the faculty member and his/her Department Chair at a mutually agreed upon time to discuss the Committee s proposed recommendation. The recommendation will be promptly forwarded in writing to the Dean of the School of Nursing. The faculty member may provide the Dean with any relevant response in writing. The final SON decision concerning reappointment is the Dean s, subject to University policies. NOTE: Tenure-track faculty at the rank of Associate Professor who plan to apply for tenure shall be evaluated based on criteria for Associate Professor. 42

44 TENURE-TRACK SOURCES OF EVIDENCE CRITERIA FOR EVALUATION Assistant Professor at Appointment Assistant Professor at Mid-Point Associate Professor Professor 1. RESEARCH/SCHOLARSHIP 1. Sustains a focused program of research/scholarship. Has a focused area of research/scholarship. Is recognized for a focused area of research/scholarship within the School of Nursing or local level. Is recognized at the state/regional level in area of research/scholarship. Is recognized as a national/international leader in the scientific community in area of research/scholarship. 2. Obtains monetary support for scholarship/research. Obtains intramural or small grant extramural funding to support initial research/scholarship. As a principal investigator obtains intramural or small grant extramural funding to support research/ scholarship. As a principal investigator or Coprincipal investigator obtains extramural funding for research/ scholarship at the state, federal, industry, and/or private foundation level. As a principal investigator or Coprincipal investigator sustains extramural funding for research/ scholarship at the state, federal, industry, and/or private foundation level. 3. Engages in multidisciplinary collaboration in the production of scholarship/research. Participates in collaborative efforts to promote research/ scholarship, in area of expertise within the School of Nursing. Has developed a collaborative research team to promote research/scholarship in area of expertise. Leads a collaborative research team that extends beyond the School of Nursing. Leads collaborative research teams in area of research/scholarship that extend beyond the University. Appendix I-C.1 43

45 TENURE-TRACK SOURCES OF EVIDENCE CRITERIA FOR EVALUATION Assistant Professor at Appointment Assistant Professor at Mid-Point Associate Professor Professor 4. Contributes to the scientific literature in area of research/scholarship expertise. Has beginning experience with research/scholarship dissemination through one or more publications. Publishes annually in peer-reviewed journals. Publishes annually as first author in toprated, peer-reviewed journals. Publishes annually as first author state of the science or other leading papers that contribute to the evidence or knowledge base of the discipline. Has beginning experience with research/scholarship dissemination through one or more presentations. Presents peer reviewed research findings/scholarship annually at local and regional professional meetings. Presents peer-reviewed research and scholarly papers/posters annually at national conferences. Presents peer-reviewed research and scholarly papers/posters annually at national/international conferences, including being sought as invited speaker. 5. Supports the development of new investigators. Uses mentorship opportunities for personal growth and to observe the role of mentor. Mentors new investigators/emerging scholars in area of expertise to facilitate their development as independent scholars and investigators. Mentorship is recognized and sought by students and junior faculty/investigators from diverse settings. Appendix I-C.1 44

46 TENURE-TRACK SOURCES OF EVIDENCE CRITERIA FOR EVALUATION Assistant Professor at Appointment Assistant Professor at Mid-Point Associate Professor Professor 2. TEACHING 1. Demonstrates excellence as a teacher. Has prior teaching experience. Demonstrates competence in teaching. Demonstrates consistent excellence in teaching. Reputation of teaching excellence. Demonstrates evidence that feedback on student evaluations is used to improve teaching. 2. Provides academic leadership. Participates in the evaluation of courses or programs of study within the School of Nursing. Evaluates courses or programs of study within the School of Nursing. Sets educational trends and brings that perspective to curriculum evaluation. Appendix I-C.1 45

47 TENURE-TRACK SOURCES OF EVIDENCE CRITERIA FOR EVALUATION Assistant Professor at Appointment Assistant Professor at Mid-Point Associate Professor Professor 3. SERVICE 1. Provides leadership in service to the School of Nursing and the University. Actively participates in School of Nursing, Health System or University committees. Assumes leadership responsibilities in the School of Nursing or University committees. Serves as chair of School of Nursing or University committees. 2. Contributes to the chosen field or profession through service at the local, state, national, or international levels. Holds membership in one or more professional organizations. Participates in professionally relevant organizations at the local/regional level. Provides leadership in professionally relevant organizations at the regional/national level. Provides leadership in professionally relevant organizations at the regional/national/ international level. Serves as a reviewer for one or more peer reviewed journals, conference papers, or book chapters Serves as a reviewer/editorial board member on peer-reviewed journals, NIH review panels, or conferences in area of expertise Serves as reviewer/editorial board member of, peerreviewed journals or NIH review panels in area of expertise Appendix I-C.1 46

48 NON-TENURE TRACK SOURCES OF EVIDENCE CRITERIA FOR EVALUATION Instructor Assistant Professor 1 st Three Years Assistant Professor After Three Years Associate Professor Professor 1. TEACHING 1. Demonstrates excellence as a teacher. Demonstrates competence in teaching Demonstrates proficiency in teaching. Demonstrates excellence in teaching. Demonstrates consistent excellence in teaching. Reputation of teaching excellence. Demonstrates evidence that feedback on student evaluations is used to improve teaching. Demonstrates evidence that feedback on student evaluations is used to improve teaching. Demonstrates consistent evidence that feedback on student evaluations is used to improve teaching. Mentors junior faculty in teaching excellence. Consistently mentors junior faculty in teaching excellence. 2. Obtains monetary support for teaching. Participates with others to obtain training and other funds supporting teaching endeavors and/or academic programs within the School of Nursing. Collaborates with others to obtain training and other funds supporting academic programs within the School of Nursing. Serves as a principal or coinvestigator on training and other funds supporting academic programs within the School of Nursing Serves as a principal or co- investigator on training and other funds supporting academic programs within the School of Nursing. Appendix I-C.1 47

49 NON-TENURE TRACK SOURCES OF EVIDENCE CRITERIA FOR EVALUATION Instructor Assistant Professor 1 st Three Years Assistant Professor After Three Years Associate Professor Professor 3. Provides academic leadership. Participates in course evaluation within specialty area. Assumes leadership in clinical teaching in area of expertise. Participates in the evaluation of courses or programs of study within the School of Nursing Assumes leadership in didactic and/or clinical teaching in area of expertise. Participates in the evaluation of courses or programs of study within the School of Nursing Assumes leadership in didactic and/or clinical teaching in area of expertise. Evaluates courses or programs of study within the School of Nursing Assumes leadership on one or more academic program committees with curricular responsibility. Sets educational trends and brings that perspective to curriculum evaluation. Provides leadership beyond the School of Nursing for educational and research initiatives Appendix I-C.1 48

50 NON-TENURE TRACK SOURCES OF EVIDENCE CRITERIA FOR EVALUATION Instructor Assistant Professor 1 st Three Years Assistant Professor After Three Years Associate Professor Professor 2. RESEARCH/SCHOLARSHIP 1. Sustains a focused program of scholarship and/or clinical translational projects. Is developing a focused area of scholarship and/or clinical translational projects. Has a focused area of scholarship and/or clinical translational projects. Is recognized at the local level in a focus area of scholarship and/or clinical translational projects. Is recognized at the regional/ national/level in a focus area of scholarship and/or clinical translational projects. Is recognized as a national /international leader in a focus area of scholarship and/or clinical translational projects. 2. Disseminates scholarship. Collaborates with others in publishing papers, or books/book chapters, or guidelines. Publishes annually papers, or books/book chapters, or guidelines. Publishes annually papers, books/book chapters, or guidelines. Publishes annually as first author papers in top-rated journals, books/book chapters, or guidelines. Publishes annually as first author leading papers, books, or guidelines that contribute to the knowledge base of the discipline. Presents scholarly papers/posters annually at local or regional professional meetings. Presents scholarly papers/posters annually at regional/national professional meetings. Presents scholarly papers/posters annually at national conferences Presents scholarly papers/posters annually at national/ international conferences, including being sought as invited speaker. Appendix I-C.1 49

51 NON-TENURE TRACK SOURCES OF EVIDENCE CRITERIA FOR EVALUATION Instructor Assistant Professor 1 st Three Years Assistant Professor After Three Years Associate Professor Mentors junior faculty in facilitating publication. Professor Consistently mentors junior faculty in facilitating publication. 3. SERVICE 1. Provides leadership in service to the School of Nursing and the University. 2. Contributes to the chosen field or profession through service at the local, state, national, or international levels. Assists with the work of School of Nursing committees. Participates in one or more professional organizations. Actively participates in School of Nursing and Health System committees. Provides leadership in professional organizations at the local level. Assumes leadership responsibilities in School of Nursing and/or Health System committees. Provides leadership in professionally relevant organizations at the state/regional level. Assumes leadership responsibilities in School of Nursing, Health System, and/or University committees. Provides leadership in professionally relevant organizations at the regional/ national level. Serves as chair of School of Nursing, Health System, and/or University committees. Provides leadership in professionally relevant organizations at the national/ international level. Collaborates with specialty practice colleagues and Serves as a consultant in area of specialty Serves as a consultant in area of specialty Serves as a consultant in area of specialty concentration at Serves as a consultant in area of specialty concentration at the national/international Appendix I-C.1 50

52 NON-TENURE TRACK SOURCES OF EVIDENCE CRITERIA FOR EVALUATION Instructor Assistant Professor 1 st Three Years other disciplines to improve standards of care at the local level. concentration at the local level. Assistant Professor After Three Years concentration at the state/regional level. Associate Professor the regional/ national level. level. Professor 3. Fosters the development of professional nursing practice through direct service and/or service to nursing and relevant advisory boards. Collaborates with specialty practice colleagues and other disciplines to improve standards of care at the local, state or regional level. Serves on specialty practice committees to improve standards of care at the state/regional level. Serves on specialty practice boards to improve standards of care at the regional/national level. Represents professional organizations in national/ international groups for policy development endeavors or improving standards of care. Appendix I-C.1 51

53 Appendix I-C.1 Criteria: Research Assistant Professor Research Activities Criteria 1. Obtains extramural funding for own entire salary and program of research that contributes to the further development and sustainability of the research center to which appointed. Sources of Evidence: 1.1. Has extramural funding; 1.2. Serves as principal investigator of extramurally funded research projects [federal level, industry, and/or private foundations]; 1.3. Sustains a program of funded research that contributes specifically to the research mission of the research center as determined by the director of the research center. 2. Recognized at the regional and national level for quality of scholarship in the research focus of the research center. Sources of Evidence: 2.1. Publication of research in peer-reviewed journals; 2.2. Defines, promotes, and disseminates research findings that contribute to the science at a regional/national level; 2.3. Receives invitations to present papers at the regional/national level; 2.4. Regularly presents peer-reviewed research papers/posters at regional/national conferences; 2.5. Recognized for scholarly work as attested by citation indices and by references in published literature; 2.6. Receives awards and citations for research work. 52

54 Appendix I-C.1 Criteria: Research Associate Professor Research Activities Criteria 1. Obtains continuous extramural funding for own entire salary and program of research that contributes to the further development and sustainability of the research center to which appointed. Sources of Evidence: 1.1. Serves as a principal investigator of extramural funded research studies [federal level, industry, and/or private foundations]; 1.2. Obtains continuous extramural funding for a program of research that contributes specifically to the research mission of the research center as determined by the director of the research center; 1.3. Participates in the conceptualization and design of research that specifically enhances further development and sustainability of the research center; 1.4. Serves as a mentor for junior colleagues in the research center. 2. Recognized for quality of research scholarship at the national/international level. Sources of Evidence: 2.1. Publications of high quality in peer-reviewed, nationally/internationally recognized journals; 2.2. Defines, promotes, and disseminates research findings that contribute to the science at a national/international level; 2.3. Receives invitations to present papers at the national/international level; 2.4. Regularly presents peer-reviewed research papers at national/international conferences sponsored by recognized societies or national entities (e.g., NIH, American Pain Society, American Psychological Association); 2.5. Recognized for research as attested by citation indices and by references in published literature; 2.6. Receives awards and citations for research work; 2.7. Serves on editorial boards of journals and/or serves as a consultant in an area of research within the research center. 53

55 Appendix I-C.1 Criteria: Research Professor Research Activities Criteria 1. Obtains continuous extramural funding for own entire salary and specific program of research that advances the science and the overall mission of the research center to which appointed. Sources of Evidence: 1.1. Sustains continuous external funding of a major research program as principal investigator that advances the science and the overall mission of the research center as determined by the director of the research center; 1.2. Provides leadership in the conceptualization and design of research within the research center, including collaboration in multi-site studies/trials; 1.3. Demonstrates mastery of research effort such as the development of research priorities or policies at the national and international levels; 1.4. Serves as a mentor to junior colleagues in the research center. 2. Recognized for quality of research scholarship at the national and international levels. Sources of Evidence: 2.1. Promotes the development and advancement of the science through service on national review boards (e.g., NIH study sections) and national/international committees; 2.2. Serves on national and international policy-making boards that promote the research center s area of science; 2.3. Receives recognition for scholarly research work; 2.4. Receives invitations to present plenary/keynote papers at the national and international level. 54

56 Appendix I-C.2 - Faculty and Staff Handbook Policy # (2013) Appendix I-C.2 Peer Review Pilot Outline 2013 School of Nursing, University of Virginia: Draft of Procedures for Pilot Peer Review Date 2/10 The Department Chairs and Faculty Organization Chair will meet and choose a general track and a tenure track faculty member from each department at each rank (Assistant, Associate, Full), as appropriate, to be peer reviewers. Faculty Organization Chair will notify the selected peer reviewers. 2/15 Chairs administrative assistants will submit the materials to the assigned peer reviewers for their department. o o o o o Faculty Chair-elect and Faculty Secretary will randomly choose 6 faculty (at least 2 from each rank, as appropriate) from each department to have their materials reviewed. The 6 chosen faculty evaluation materials are viewed and commented on by each peer reviewer and the faculty member s Chair. After reading each of the chosen faculty members materials, each peer reviewer and the Chair will fill out a Summary of Performance form. The Summary of Performance form will include ratings (does not meet expectations, meets expectations, meets plus, or exceeds expectations) in the following categories based on criteria in rank according to the faculty handbook. If a faculty member is scored at does not meet expectations in any category, then comments must be provided. Comments are to be specific and related to the criteria of rank. Comments should be consistent with the assigned rating. 3/25 Chair and peer reviewers meet with the Associate Dean for Academic Programs and Associate Dean for Research to discuss the reviews as appropriate. By 5/1 Chairs conduct and document individual conferences with faculty members to review evaluations and confirm plans for the coming year. Peer reviewer(s) may be asked to attend this conference if needed. Chairs and assigned peer reviewers give the signed evaluation summary to the faculty and the Office of the Assistant Dean for Administration to be filed as pdf. Electronic curriculum vitae will be stored on the shared drive. By 5/6 Pilot Peer Review Process will be evaluated. Chairs, peer reviewers, and ADAP will be given an evaluation form to be completed by 5/6. Peer Review Selection Committee 2/4/

57 Appendix I-D.1 UVA SON Organization Chart Dean Executive Assistant Associate Dean for Academic Programs Associate Dean for Research Associate Dean for Administration Associate Dean for Strategic Partnerships and Innovation Department Chair Acute and Specialty Care Department Chair Family, Community and Mental Health Systems Compassionate Care Initiative Assistant VP for Health System Development - Nursing Executive Assistant Academic Analyst Admissions and Student Services Clinical Simulation Center Office of Nursing Research Center for the Study of Complementary and Alternative Therapies Rural and Global Health Care Center Financial Services Human Resources Information Systems Facilities Clinical Site Contracts Acute and Specialty Care Family, Community and Mental Health Systems Development Alumni Affairs and Donor Relations Annual Giving Development Associates Program Directors and Coordinators Center for Nursing Historical Inquiry Communications Updated 8/21/2013 Appendix I-D.1 56

58 UNIVERSITY OF VIRGINIA PLAN OF ORGANIZATION 1 The Rector and Visitors President General Counsel Special Advisor to the President Chief Public Affairs Officer Chief Audit Executive Chief of Staff and Associate VP for Administration Secretary, Board of Visitors and Special Assistant University Building Official Executive Vice President and Provost Executive Vice President & Chief Operating Officer Senior Vice President for Development and Public Affairs Vice President and Chief Student Affairs Officer Vice President and Chief Information Officer Vice President for Research Vice President and Chief Officer for Diversity and Equity Director of Intercollegiate Athletics Programs Chancellor, The University of Virginia s College at Wise Vice President and Dean, School of Medicine Senior Associate Dean Senior Associate Dean for Clinical Affairs Senior Associate Dean for Clinical Strategy Senior Associate Dean for Research Senior Associate Dean for Education Senior Assoc. Dean for Continuing Medical Education & External Affairs Senior Associate Dean and Chief Administrative Officer Associate Dean & Director, Claude Moore Health Sciences Library Associate Dean, Medical Alumni Affairs Strategic Implementation Officer Senior Vice Provost Vice Provost for Faculty Recruitment and Retention Vice Provost for Administration and Chief of Staff Vice Provost for Faculty Development Dean, School of Architecture Dean, Darden Graduate School of Business Administration Dean, School of Continuing and Professional Studies Dean, School of Engineering and Applied Science Dean, School of Nursing Dean, Undergraduate Admission Director, Virginia Foundation for the Humanities Director, Center for Politics Vice Provost for Academic Affairs Vice Provost for Global Affairs Vice Provost for the Arts Vice Provost for Academic Outreach Dean, College and Graduate School of Arts and Sciences Dean, McIntire School of Commerce Dean, Curry School of Education Dean, School of Law Dean, Batten School of Leadership and Public Policy University Librarian and Dean of Libraries Director, Weldon Cooper Center for Public Service Vice President and Chief Executive Officer of the UVa Medical Center Associate Vice President for Hospital and Clinic Operations Chief of Ambulatory Care Services Chief Environment of Care Officer Chief Financial Officer Chief Human Resources Officer Chief Nursing Officer Associate Chief, Clinical and Ancillary Services Chief of Quality and Performance Improvement Chief Technology and Health Information Officer Associate Chief, Supply Chain Management Chief Transitional Care Hospital Vice President and Chief Financial Officer Associate Vice President for Business Operations Asst. VP for Finance and Interim Dir. of Student Financial Services Deputy Comptroller Asst. VP for Research Administration Director of Risk Management Asst. VP for Treasury Mgmt. and Fiscal Planning University Policy Manager Asst. VP and Dir. of University-Related Foundation Admin. Vice President and Chief Human Resources Officer Assistant Vice President of Human Resources Human Resources Director Director of Benefits Director, Compliance and Immigration Service Director, Employee Development Director, HR Consulting Services Director, HR Information Technology Executive Assistant Executive Assistant Vice President for Management and Budget Director, Procurement and Supplier Diversity Services Assistant Vice President for Budget and Financial Planning Chief Facilities Officer Assistant VP for Mgt. & Budget and Director, State Gov t. Relations Asst. to the VP for Mgt. & Budget and Coord., State Gov t. Relations Director, Space and Real Estate Management Director, Process Simplification Chief of Police Compliance Officers Architect for the University 4 Director of Emergency Preparedness Assistant Vice President and Chief of Staff Assistant to the Executive Vice President Associate Vice President for Development Associate Vice President for Health System Development Chief Public Affairs Officer Associate Vice President for Advancement Services Senior Assoc. VP for Principal Relationship Development Associate Vice President for Engagement Asst. VP/Asst. Campaign Director/Chief of Staff Associate Vice President for Student Affairs Dean, African-American Affairs Associate Vice President and Dean of Students Executive Director, University Career Services Executive Director, Student Health Associate Vice President for Student Affairs Special Assistant to the Honor Committee Development Officer for Student Affairs Associate VP and Deputy Chief Information Officer Associate Vice President and Chief Enterprise Architect Associate VP for Information Technology Services Assistant Vice President for IT Budget and Administration Asst. VP for Information Security, Policy, and Records Assistant Vice President for Strategic Communications Assistant VP for IT Portfolio and Project Management Assistant VP for Next Generation Scholarly Technology Special Assistant to the Vice President Associate Vice President Associate Vice President Associate VP and Director, Environmental Health and Safety Associate Vice President Associate VP and Executive Director for UVa Innovation Associate Vice President, Bioscience Associate VP and Founding Director, OpenGrounds Assistant Vice President Assistant Vice President, Graduate Studies Senior Development Officer for Research & Innovation Director, Center for Comparative Medicine Chief of Staff Business Manager and LSAMP Grants Manager Administrative Assistant Program Director for AMP Asst. to the VP and CO for Diversity and Equity for Programs and Projects Executive Associate Director Senior Assoc. Director for Programs & Senior Women s Administrator Associate Director for Business Operations Executive Director, VAF and Assoc. Director for External Affairs Associate Director for Programs Associate Director for Development Associate Director for Facilities and Operations Associate Director for Compliance 2 Associate Director for Marketing and Video Services Executive Director of Intramural- Recreational Sports Associate Director for Football Administration Associate Director for Sports Medicine and Head Athletic Trainer Provost and Vice Chancellor for Academic Affairs Vice Chancellor for Finance and Administration Vice Chancellor for Development and College Relations Vice Chancellor for Enrollment Management Vice Chancellor for Information Technology and CIO Associate Vice Chancellor for Strategic Planning and Projects Special Advisor Senior Assistant Director, The White Burkett Miller Center of Public Affairs Director, Equal Opportunity Programs Executive Assistant for State Governmental Relations Director, Regional Business Development and Assistant Assoc. VP for Bus. Development and Finance Financial Manager Associate Director for Ticket Sales and Operations Associate Vice President for Marketing and Strategic Relations Special Advisor for State and Federal Relations Publisher, Virginia Quarterly Review Associate Director for Academic Affairs Assistant Director for Human Resources Chief Medical Officer 3 Assistant Director for Media Relations Designated Institutional Officer Assistant Director for Public Relations Strategic Implementation Officer 3 1 AS OF JAnuAry See for updates. 2 Also responsible to the Executive Vice President and Chief Operating Officer. 3 Also responsible to the Vice President and Dean, School of Medicine. 4 Also responsible to The rector and Visitors. Appendix I-D.2 57

59 Appendix I-D.3 Appendix I-D.3 Faculty Organization Steering Committee Spring 2013 Assignments Position Dean Associate Dean for Academic Programs Associate Dean for Administration Chair, Faculty Org Chair, Baccalaureate Program Committee Chair, Master of Science in Nursing (MSN) and Doctor of Nursing Practice (DNP) Programs Committee Chair, PhD Program Committee Chair, Appointment, Promotion and Tenure Committee Chair, Diversity Committee Chair, International Committee Chair, Nominating Committee Chair, Research Committee Faculty Member Dorrie Fontaine, RN, PhD, FAAN Janie Heath, PhD, APRN-BC, FAAN Elyta Koh, MBA Randy Jones, PhD, RN, FAAN Reba Moyer Childress, MSN, RN, FNP-BC, FAANP, ANEF Mary O Laughlen, PhD, RN, FNP-BC Kathryn Laughon, PhD, RN, FAAN, SANE-A & P Kathryn Laughon, PhD, RN, FAAN, SANE-A & P Cathy Campbell, PhD, RN, APRN-BC Anita Thompson-Heisterman, MSN, RN, PMHCNS-BC, PMHNP-BC Rebecca Harmon, PhD, RN, PMHCNS-BC Ann Gill Taylor, EdD, RN, FAAN 58

60 Appendix I-D.4 Appendix I-D.4 Traditional BSN Plan of Study - Fall 2013 Entry Credits Fall 2013 College Requirements and Nursing Prerequisites First Writing Requirement (if the first letter of last name is A K) or Gen Ed/Electives 3 NUIP 2060 Anatomy & Physiology I, with lab 4 NUIP 2090 Chemistry for Health Professionals (also available in the spring of 2014) 3 UVA Social Sciences/Historical Studies 3 Sp 2014 UVA Humanities/Fine Arts 3 College Requirements and Nursing Prerequisites First Writing Requirement (if the first letter of last name is L Z) or Gen Ed/Electives 3 NUIP 2070 Anatomy & Physiology II, with lab 4 NUIP 2080 Microbiology 3 UVA Social Sciences/Historical Studies 3 UVA Humanities/Fine Arts 3 Fall 2014 Sp 2015 Fall 2015 Sp 2016 Fall 2016 Sp nd Year Fall Semester: 15 credits Growth and Development Across the Lifespan 3 Fundamentals of Nursing CARE 4 Health Assessment 3 Therapeutic Principles of Patient-Family Care 3 Cells to Society for Nursing Practice 2 2 nd Year Spring Semester: 10 credits + 2 Gen Ed/electives Pathophysiology and Clinical Management I 3 Pharmacology and Clinical Management I 2 REAL I (Research, Ethics, Advocacy and Leadership); 2 nd writing requirement 3 Principles and Application of Case-Based Leaning for Nursing Practice 2 UVA Humanities/Fine Arts 3 UVA Social Sciences/Historical Studies 3 3 rd Year Fall Semester: 15 credits Pathophysiology and Clinical Management II 3 Pharmacology and Clinical Management II 2 Patient-Family Centered Care: Adult-Gero Nursing in Acute Care 4 Patient-Family Centered Care: Pediatric Nursing or Maternal/Child Nursing 4 REAL II (Health policy and regulation; state board of nursing, delegation, informatics) 2 3 rd Year Spring Semester: 11 credits + electives Patient-Family Centered Care: Pediatric Nursing or Maternal/Child Nursing 4 Patient-Family Centered Care: Mental Health Nursing or Public Health Nursing and 4 Population Health REAL III (evidence-based practice, research utilization) 3 Gen Ed/Electives/Nursing Electives th Year Fall Semester: 10 credits + electives Patient-Family Centered Care: Principles of Special Settings: Critical & Transitional Care 4 Patient-Family Centered Care: Mental Health Nursing or Public Health Nursing and 4 Population Health REAL IV (optimizing professional and career development, professional portfolio, planning for 2 Capstone) Gen Ed/Electives/Nursing Electives th Year Spring Semester: 12 credits Team Based Care Synthesis 4 Transition to Practice: Synthesis Practicum 4 BSN Capstone 4 Total Credit Hours for Completion of program

61 Appendix I-G.1 Appendix I-G.1 Formal Complaints Policy Student Academic Grievance Policy University-wide policy An undergraduate, graduate, or professional student who believes that an academic decision violates the University s or school s academic policies and procedures may file an academic grievance with the appropriate department chair, unit head, or faculty committee. An academic decision is a decision made by a faculty member or a representative of the University acting in his/her official capacity that affects a student s academic standing or performance. Academic decisions do not include decisions regarding admission to the University, decisions made by the Honor or Judiciary Committees, any grading decision or determination of grading criteria or course requirements or allegations of professional misconduct unrelated to a student s academic standing or performance. Procedures: Before filing a grievance with the appropriate department chair, unit head, or faculty committee, the student must have attempted to resolve his or her concerns directly with the individual responsible for the challenged academic decision. These attempts should be sincere and substantial. The grievance must specify: 1. which academic policy or procedure has been violated; 2. what efforts the student has made to resolve the concern informally; and 3. the requested resolution. It is the responsibility of the student filing the grievance to insure that the grievance includes all necessary supporting documentation at the time of submission. For graduating students, a grievance must be filed in writing, according to the process defined above, before the degree is awarded in the Student Information System. In the event that a student files an Equal Opportunity Programs (EOP) complaint related to the academic decision being challenged, all other steps in the process described below will be held in abeyance pending the conclusion of the EOP process. The grievance should be filed with the appropriate department chair, unit head, or faculty committee, who will adjudicate the case. If the appropriate department chair or unit head is a party to the case or is otherwise unable to serve, the grievance should be filed with the school s appropriate associate dean or other official or committee as designated by the dean or the school s policies. The department chair, unit head, faculty committee, associate dean, or designated official will investigate the complaint. Investigation will include but is not limited to reviewing relevant documentation and meeting with the student and the faculty member or University official who made the decision being contested. Within thirty (30) calendar days after receiving the grievance, the individual or committee who adjudicates the case will communicate in writing her/his decision to both the student and the faculty member or official. Within five (5) calendar days after receiving the decision, the student may appeal to the dean. The only basis for appeal is documented evidence that adjudication of the grievance failed to comply with the procedural requirements of this policy. Dissatisfaction with the outcome of the grievance shall not be grounds for appeal. 60

62 Appendix I-G.1 Within thirty (30) calendar days after receiving the appeal, the dean will consider the evidence and communicate in writing her/his decision to the student, the faculty member or official, and the department chair, unit head, associate dean, or designated official involved in the case. The dean s decision will be final. Published in the: Undergraduate Record: v_pol Graduate Record: v_pol Appealing a Grade School of Nursing Academic Rules and Regulations Students who wish to appeal a course grade must first attempt to resolve the issue with the instructor of the course. Absent a satisfactory outcome, the student consults with the following chain of communication: faculty advisor, then program director/coordinator prior to meeting with the Senior Assistant Dean for Academic and Student Services. The student will be advised by the Senior Assistant Dean for Academic and Student Services to file a formal appeal to either the Department Chair or the Associate Dean of Academic Programs. The appeal letter must the grounds for the appeal including any claims of grading errors, perceived inequities based on policies/syllabi discrepancies or extenuating circumstances. The documentation for the appeals process does not include ; it must be printed and presented to the Office of the Associate Dean of Academic Programs. For grades awarded for the fall semester, the written appeal must be submitted no later than 14 calendar days after the beginning of the spring semester. For grades awarded for the spring semester or summer sessions: the written appeal must be submitted no later than 14 days after the first day of the fall semester. For January term, a written appeal must be submitted no later than 14 days after the end of that session or term. Appeals submitted after the deadline will be heard only in exceptional cases, as determined by the Senior Assistant Dean for Academic and Student Services. The Associate Dean of Academic Programs shall make a final decision after full consideration of the materials submitted and/or a committee s recommendation. The student will be notified of the decision within three weeks of receiving the student s appeal. Published in the: Undergraduate Record: Graduate Record: 61

63 Appendix II-A.1 Appendix II-A.1 The Mary Morton Parsons Clinical Simulation and Learning Center (CSLC) Classroom Theresa A. Thomas Intensive Care Simulation Laboratory Reed Physical Assessment Laboratory Clinical education suite Clinical education suite Women s and Children s Simulation Unit Room Number Number of beds Description The Theresa A. Thomas Intensive Care Simulation Laboratory is available to assist undergraduate and graduate students in learning how to manage acute or critical care situations. The simulation manikins, such as Sim-Man, are major features of this unit This eight-bed lab is dedicated in honor of Mr. Charles L. Reed, the former president of the Theresa A. Thomas Memorial Foundation An eight-bed clinical education suite, which also offers a patient isolation room, for group learning An eight-bed clinical education suite for group learning This unit facilitates hands-on experience with the birthing process as well as provision of care for pediatric clients. Virtual reality lab Virtual reality unit offers realism for documentation and procedures. A/V control room Control room. A/V control room Control room. Debriefing room Conference rooms for staging and debriefing of simulations. The audio-visuals provide opportunities for live-streaming of simulations in progress and during debriefing exercises. Debriefing room Conference rooms for staging and debriefing of simulations. The audio-visuals provide opportunities for live-streaming of simulations in progress and during debriefing exercises. 62

64 Appendix II-A.1 Clinical Simulation and Learning Center: Growth in Hours and Encounters Enounters Hours AY AY AY Clinical Simulation and Learning Center: Floorplan Point of Learning Units Server Room Storage, Clean & Soiled Utility Rooms IT Office Point of Learning Units AV Debriefing IT Offices AV Simulation Suite Break Room Lockers Debriefing Reception Virtual Reality Suite Simulation Offices Physical Assessment (Point of Learning Stations can sub as Physical Assessment Units) 63

65 Appendix II-C.1 Appendix II-C.1 Healthy Work Environment Recommendations Statement on a Healthy Work Environment for the University of Virginia School of Nursing The SON Strategic Plan pledges to foster well-being and collegial spirit in a healthy work environment. Key to success in creating a healthy work environment is a community-owned and practical description. The following are expected behaviors that we will exhibit to promote a healthy work environment at the University of Virginia School of Nursing: Respect & Appreciation The School of Nursing welcomes and embraces differences in ethnicity, race, culture, gender, sexual orientation, age, religion, occupation, socioeconomic status and perspective (from the SON Mission Statement). Mutual respect and appreciation characterize all relationships within the community, regardless of role or any other descriptors. On a daily basis, we demonstrate appreciation and respect (i.e., basic manners) to all individuals at all levels. We recognize when our co-workers put forth extra effort and when they complete a job well done. We value the importance and contributions of everyone associated with the School of Nursing community and we acknowledge everyone s achievements. We are considerate and understanding of each other s personal and professional lives. We actively and respectfully listen to each voice. While we may sometimes disagree, we remain respectful of differences in opinion and viewpoint. We acknowledge when someone is on the telephone or meeting with someone, and we do not interrupt unless absolutely necessary to do so. We are accountable and reliable, and we strive to earn the trust of colleagues by providing the best service possible. We are respectful of our colleagues and their rights to privacy. We avoid passing along gossip, and we maintain trust by keeping confidences. Communication We are committed to open, honest, positive, and constructive communication throughout the organization. We always conduct ourselves professionally, and we use proper language, tone, and non-verbal cues to express ourselves to others. We disseminate information (e.g., events, changes, new hires, new positions) to our colleagues in a timely manner. We appreciate knowing the rationale behind decisions that affect us. We are active listeners and respond thoughtfully to questions when in conversation with others. We give a courteous reply when we are asked a question. We are open and receptive to all ideas expressed when receiving constructive feedback. We are friendly, make an effort to greet people, and do so cordially. We are mindful that anything transmitted via could become public knowledge. We communicate openly, truthfully, and directly with others, allowing for honest dialogue and feedback. We strive to incorporate face-to-face interaction as opposed to only telephone and communication. When there is conflict in the workplace, we remain calm and professional; and we make an effort to consciously the issue in a constructive manner with openness, honesty, and directness. 64

66 Appendix II-C.1 Workload In a healthy work environment, work responsibilities are engaging, manageable within the work day, transparent, and well-supported with resources. Employees are cross-trained (when appropriate) and support each other, providing flexibility in the workplace. We identify and workload assignments periodically and are transparent about the process. We each know the expectation of our roles. We receive accurate workload unit credits (when appropriate) for all assignments. We acknowledge that everyone s time is valuable. We are considerate of others obligations, truly factoring in everything an individual does, when assigning responsibilities; and we give advance notice of tasks whenever possible. We are mindful of our colleagues workloads, timelines, and responsibilities. We offer our assistance to one another when someone is in need. We are honest with ourselves and with others about deadlines, and we distinguish clearly between aspirations and formal deadlines. Supervisors encourage employees to develop skills that enhance performance. We engage in thoughtful, mentorship among staff and faculty for professional development and personal growth. We actively promote a work/life balance, by working five days per week and being respectful of contractual appointments (when applicable) at the School of Nursing. We consistently match employees strengths/expertise/passion with their responsibilities. Creating and sustaining a healthy work environment will require the ongoing attention and effort of each member of the School of Nursing community and of the School at an organizational level. Cultivating this environment will help the School thrive as it meets its mission of educating future leaders, extending the boundaries of nursing and health care knowledge through research, and providing high quality and compassionate health care in service to the citizens of the Commonwealth of Virginia, the nation, and the world. Drafted March 19, 2013 Approved by Faculty Organization, March 25,

67 Full-Time Teaching Faculty Rank Highest Level of Education Appendix II-D.1 Full-Time Teaching Faculty Members As of Spring 2013 Virginia License RN/APRN Certified Practice/ Specialized Training Joel G. Anderson Assistant Professor PhD N/A Healing Touch Practitioner (HTP), Statistical Analysis Marianne Baernholdt Associate Professor PhD Master of Public Health (MPH), Global Health Edie D. Barbero Assistant Professor PhD APRN-BC: PMHNP Susan Bauer-Wu Professor PhD Leadership, EOL, MBSR Amy D. Boitnott Assistant Professor DNP APRN-BC: FNP & PNP Diane E. Boyer Assistant Professor DNP APRN-BC: PMHNP Valentina L. Brashers Professor MD N/A Pathophysiology, Clinical Management, Interprofessional Education Linda F.C. Bullock Professor PhD Behavioral Science, Women s Health Camille Burnett Assistant Professor PhD APHN-BC, Master of Public Administration (MPA), Doctor of Social Work (DSW) Cathy L. Campbell Associate Professor PhD APRN-BC: ANP; Palliative Care; Hospice Reba M. Childress Assistant Professor MSN APRN-BC: FNP Myra Clark Assistant Professor PhD APRN-BC: FNP Deborah C. Conway Assistant Professor MS Community Health Kathleen B. Cox Assistant Professor PhD Health Systems Management Regina M. DeGennaro Assistant Professor DNP Advanced Oncology Certified Nurse (AOCN), CNL Pamela DeGuzman Assistant Professor PhD Health Systems and Policy Emily E. Drake Associate Professor PhD CNL, Maternal Health Linda A. Eastham Instructor PhD APRN: FNP Elizabeth G. Epstein Assistant Professor PhD EOL, Ethics, Pediatrics Jeanne M. Erickson Assistant Professor PhD Advanced Oncology Certified Nurse (AOCN) Dorothy K. Fontaine Professor PhD Leadership, EOL, Compassionate Care Elizabeth E. Friberg Assistant Professor DNP Health Systems Management, Population Health Practice Mary E. Gibson Assistant Professor PhD Maternal Health Rebecca B. Harmon Assistant Professor PhD APRN-BC: PMHCNS Appendix II-D.1 66

68 Kathryn H. Haugh Assistant Professor PhD CNE E. Janie J. Heath Professor PhD APRN-BC: ANP & ACNP Patricia J. Hollen Professor PhD Oncology Nursing Randy A. Jones Associate Professor PhD Oncology Nursing Catherine F. Kane Associate Professor PhD CNL, Psychiatric-Mental Health Arlene W. Keeling Professor PhD Nursing History Pamela A. Kulbok Professor DNSc Public Health Nursing Kathryn S. Laughon Associate Professor PhD SANE-A & P Connie W. Lee Associate Professor PhD IBCLC, Women s Health Barbara Maling Assistant Professor PhD APRN-BC: ACNP Carol Lynn Maxwell-Thompson Assistant Professor MSN APRN-BC: FNP Lynn R. Noland Assistant Professor PhD APRN-BC: FNP Mary O'Laughlen Assistant Professor PhD APRN-BC: FNP; Pediatrics; Health Disparities Kathryn B. Reid Assistant Professor PhD CNL, APRN-BC: FNP Juanita Reigle Associate Professor MSN APRN-BC Karen M. Rose Associate Professor PhD Gerontology Nursing Elizabeth Sheets Clinical Instructor MSN ARNP, APRN-BC: PNP Audrey E. Snyder Assistant Professor PhD CEN, CCRN, APRN-BC: ACNP Ann G. Taylor Professor EdD Complementary/Alternative Therapies Anita A. Thompson-Heisterman Assistant Professor MSN APRN-BC: PMHCNS & PMHNP Dorothy F. Tullmann Assistant Professor PhD CNL, Forensic Nursing Ishan C. Williams Assistant Prof PhD N/A Health Promotion Note: this chart does not include research faculty and administrators designated as Administrative & Professional Faculty. Appendix II-D.1 67

69 Appendix II-D.2 - Faculty and Staff Handbook Policy # (2012) Appendix II-D.2 UNIVERSITY OF VIRGINIA SCHOOL OF NURSING Guidelines for Faculty Workload Definition: Faculty workload consists of activities allocated among the missions of the School of Nursing: teaching, research, service, and practice. Procedure: Each year, the Associate Dean for Academic Programs and the Department Chairs assess the needs and resources of the School of Nursing for the next academic year. Taking into account faculty members' goals as expressed in their written statements of their preferred workload, the Associate Dean for Academic Programs and the Department Chairs collaborate with the Program Directors to determine the workload responsibilities for each faculty member. In assigning workload responsibilities, the Department Chair meets with any faculty member(s) whose preferred workload request cannot be met to negotiate the necessary adjustment. The faculty member then develops a written statement of the negotiated workload for the academic year. If the workload does not include responsibility for one of the missions, an explanation is included in the written statement. The Department Chair gives final approval to the workload as described in the written statement. The workload for each semester is described in terms of five units. All full-time faculty members are accountable for performing five units of work each semester. A new tenure-track faculty member will be assigned a lighter teaching load of units per year in the first two years to allow the necessary time for establishing research and scholarship. Assumptions and Examples: The standard for a course is: Course professing in a large 3 credit non-clinical undergraduate course. Preparations, conferencing with students, grading papers are involved (minimum of 1 1/2 days/wk or 1.5 units). Note: Assistance with course professing is available from GAs when working with large groups or new methods. Also, information on alternate methodologies and improving skills for teaching large classes is available from the Teaching Resource Center. Course professor for an undergraduate clinical course equals 2.0 units (i.e., 2 days/week for 5 credits including clinical).. A clinical assignment of ½ to a full day is equal to 1.5 units (i.e., a day and a half/week for clinical and prep) A clinical assignment of up to ½ day is equal to 1.0 unit (i.e., one full day/week for clinical and prep) Clinical faculty for Synthesis Practicum equals 0.5 unit (i.e., 1 day/week on average for the period of time synthesis practicum is held). A graduate course with 6 or more students equals 1.5 units (i.e., a day and a half for 3 credits). A graduate practicum equals 0.5 to 1.0 unit (i.e., 0.5 to 1.0 day/week), depending on the number of students. DNP practica for GNUR 981 and GNUR 982 equals 0.5 unit for 1-3 students; 1.0 unit for 4-8 students; and 1.5 units for 9+ students. This was approved by the MSN coordinators and ADAP on September 17, "Unbalanced" workloads, merit increases, and promotion and/or tenure. With this implementation pattern, faculty members may be assigned "unbalanced" workloads--e.g., all teaching, or all research, or teaching and service but no research, etc. The faculty member's annual evaluation and recommendation for merit increase should be based on the quality of performance in fulfilling the negotiated workload. The domain of accountability, for annual evaluation and merit raise, is thus the same as the domain of responsibility. However, faculty members should bear in mind criteria for promotion and/or tenure as outlined in University of Virginia School of Nursing Promotion and Tenure Policies and Procedures when negotiating workload. Faculty members who carry an "unbalanced" workload year after year may find themselves ineligible for promotion and/or tenure. 68

70 Appendix II-D.2 IMPLEMENTATION OF FACULTY WORKLOAD GUIDELINES The following should be considered when implementing the workload guidelines: 1. Teaching. Teaching is a central mission of the School. All faculty teach and general faculty, who are hired primarily to teach, may devote up to 4.0 units to teaching. The amount of workload allocated for teaching a course might vary depending on an assessment of a number of factors (ex: course is new, is off-grounds, has high enrollment or requires an unusual amount of faculty time). In calculating the fraction of the total workload allocated to teaching, the faculty member and the Department Chair should also take into consideration the variety of teaching related responsibilities not included within course work, for example, advising students, chairing dissertation committees, and serving on dissertation committees. 2. Research and Scholarship. Research and scholarship are fundamental to the teaching and service mission of the school. In negotiating workload allocation for research, faculty members should present specific goals for research and a plan for accomplishing the goals. During an initial appointment period the School will, if at all possible, assign each new member of the tenure-track faculty a workload that allows at least 4 units per year (2 days per week) for research and scholarship. During this time, the faculty member will conduct pilot work, write research grant proposals, and submit for publication. Subsequently, faculty members are expected to contribute to the support of their research efforts through extramural funding. For faculty members with extramural research funding, the workload fraction assigned to research will at least equal the fraction of salary being paid by the research grant up to three quarters of workload. Funded grant adjustments in workload for tenure track faculty: Teaching assignments are- based on the expectation that tenure track faculty will teach at on average four 3 credit courses (6-7 WLU's) per year: Faculty with research funding of 30% per year (i.e. 1.5 days/week of funding) can expect a reduction in their teaching assignment of one 3 credit course per academic year (AY) (i.e. 1.5 WLU's or 1.5 day's per week). Faculty with research funding of 60% per year (i.e. 3 days/week of funding) can expect a reduction in their teaching assignment of three 3 credit courses per academic year (usually one course reduction in one semester and a two course reduction in the other semester); meaning an assignment of one 3 credit course per academic year. Funded grant adjustments in workload for general faculty: Based on the expectation that general track faculty will teach six 3 credit courses (9 WLU's) per year: Program grant funding of 30% per year (i.e. 1.5 days/week of funding) would yield a reduction in their teaching assignment of one 3 credit course per academic semester (i.e. 1.5 WLU's or 1.5 day's per week) or two 3 credit courses per academic year, meaning an assignment of four 3 credit courses per year) Funding of 50-60% per year (i.e. 2.5 to 3 days/week of funding) yeilds a reduction in their teaching assignment of three 3 credit courses per academic year (usually one course reduction in one semester and a two course reduction in the other semester); meaning an assignment of three 3 credit courses per year. The expectation of teaching at least one course per year continues as the funded faculty accrues more funding. Reductions in teaching assignments for those funded above 60% are negotiated with the department chair, on the basis of each 20% of funding equaling 1 course credit. 69

71 Appendix II-D.2 Workload teaching assignments: General Track Tenure Track / Tenured 3 credit courses 3 credit courses WLU's assigned/ay WLU's assigned/ay Average Annual FUNDING LEVEL 20% No reduction 6 No reduction 4 30% % % % negotiated Faculty members who have received three or more years of School support for research activities as a fraction of the workload, and who have not made significant attempts to obtain extramural funding for research, can expect to be reassigned to additional teaching or service responsibilities. Continuing support for faculty doing substantive scholarly work in areas with limited/no external funding will be individually considered. 3. Service. Service is fundamental to the teaching and research mission and consists of participation in service to the School of Nursing, the University, the community and the profession. Faculty members negotiate with their Department Chairs the fraction of their workload to be allocated to service. It is desirable for at least some service activities to be closely related to the faculty member's specific field of knowledge. Involvement in professional organizations is important for continuing growth in the profession. Committee work at the national level is a useful step toward leadership at the national level. Holding demanding regional or national offices may be the basis for negotiating an increase in service commitment and/or an adjustment in other aspects of workload. In general service responsibilities account for a maximum of one unit of total effort. Attendance at School sponsored activities such as ceremonies, receptions, meetings, and colloquia is an integral and expected part of the faculty role (see position description). When the faculty member plays a large role in producing these events, participation may be considered in the workload allocation. A faculty member may also devote up to 3.5 units of total effort in clinical practice for which the School of Nursing is directly reimbursed. Faculty members negotiate with their Department Chair the fraction of their workload allocated to clinical practice. 9/03/03 (Associate Dean for Academic Programs is the responsible person for review of this document) Revised 2/11/04 Reviewed by Associate Dean for Academic Programs - 8/2007 Revised 12/3/07 Reviewed ADAP 8/

72 Appendix II-D.3 Appendix II-D.3 Lead Faculty Members: MSN and DNP Programs Leadership Position Faculty Rank Highest Level of Education Master s/dnp Program Director Master s/dnp Program Assistant Director Acute Care NP Program Coordinator Clinical Nurse Leader Coordinator Health Systems Management Coordinator (Interim) Primary Care NP Program Coordinator Psychiatric Mental Health Coordinator Community/Public Health Leadership Coordinator Virginia License RN/APRN Certified Practice/ Specialized Training Dorothy F. Tullmann Assistant Professor PhD CNL, Forensic Nursing Kathryn B. Reid Assistant Professor PhD CNL, FNP-BC Audrey E. Snyder Regina M. DeGennaro Pamela A. Kulbok Assistant Professor PhD ACNP-BC, CEN, CCRN Assistant Professor DNP AOCN, CNL Professor DNSc Amy D. Boitnott Assistant Professor DNP Edie D. Barbero Assistant Professor PhD Pamela A. Kulbok Professor DNSc Public Health Nursing FNP-BC, PNP-BC PMHNP-BC Public Health Nursing 71

73 Appendix II-D.4 Faculty Affiliated with DNP Program Marianne Baernholdt Virginia License RN/APRN Appendix II-D.4 Faculty Affiliated with the DNP Program Spring 2013 Highest Level of Education Full- Time Part- Time Certified Practice/ Specialized Training PhD MPH, Global Health Amy Boitnott DNP FNP-BC & PNP-BC Cathy Campbell PhD ANP-BC, Palliative Care, Hospice Kathleen Cox PhD Health Systems Management Emily Drake PhD CNL, Maternal Health Elizabeth Epstein PhD EOL, Ethics, Pediatrics Elizabeth Friberg DNP Health Systems Management Mary Gibson PhD Maternal Health Doris Glick PhD Emeritus Community Health, Rural Mikel Gray PhD FNP-BC, PNP-BC, CUNP, CCCN, Urology Janie Heath PhD ANP-BC & ACNP-BC Catherine Kane PhD Psych Mental Health Arlene Keeling PhD Nursing History Pam Kulbok DNSc Public Health Nursing Connie Lee PhD IBCLC, Women s Health Mary O Laughlen PhD FNP-BC, Pediatrics, Health Disparities Barbara Parker PhD Emeritus Violence Against Women Kathryn Reid PhD CNL, FNP-BC Audrey Snyder PhD ACNP-BC Rick Steeves PhD Emeritus End-of-life Care Ann Taylor EdD Complementary/Alternative Therapies Dorothy Tullmann PhD CNL, Forensic Nursing Sharon Utz PhD Emeritus Rural Health, Diabetes Ishan Williams N/A PhD Health Promotion 72

74 Appendix II-D.5 Appendix II-D.5 Required Training Modules for Faculty Training Modules: Faculty Classification Type Clinical New Clinical Retraining Clinical Retraining - UVA AHA BLS Healthcare Provider (CPR) Effective Health Communication: Culture End-of-Life Care and Decision Making Epic: Clinical View Only FIT Testing Academic New Hep B Compliance Academic Returning Licensure Compliance Mandatory New Employee Training: Bloodborne Pathogens and Infection Control Mandatory New Employee Training: Corporate Compliance Mandatory New Employee Training: Cultural Diversity in Healthcare for Nurses Mandatory New Employee Training: Privacy and Information Security Mandatory New Employee Training: Quality and Safety Medication Management - Inpatient Philips Defibrillator Full Multi-Function and AED training: FRx and MRx Philips Defibrillator AED Function Training: FRx and MRx Restraint Update 2013 TB Compliance - Annual 2013 Annual Training Restraint Re-training for RN Staff Other (New only) 73

75 Appendix III-A.1 Appendix III-A.1 Expected Aggregate Student Outcomes Program BSN Program RN to BSN MSN and Post- Master s Programs MSN CNL DNP Program Expected Aggregate Student Outcomes Benchmarks for BSN Program Graduation rates of BSN students that complete at least ¼ of the program will be 93% or greater. Students will average above the mean for all nursing students on the Elsevier Support and Assessment Program Exit Exam. 93% of graduating students will pass the NCLEX on first attempt. Benchmarks for RN to BSN Program Graduation rates of RN-BSN students that complete 7 credits of the first semester of the program will be 93% or greater within 3 years. Benchmarks for the MSN and/or Post-Master s Programs Ninety percent (90%) of entering degree students will successfully complete the program within 5 years. Ninety five percent (95%) of master s/post-master s graduates sitting for a certification examination will pass the first time they take the examination. Ninety five percent (95%) of MSN graduates responding to the alumni survey will demonstrate activities indicative of clinical, professional, or systems leadership. Ninety five percent (95%) of graduates will report providing practice based on available research evidence. Ninety five percent (95%) of advanced practice nursing or advanced specialty graduates responding to the alumni survey will engage in professional educational development related to their advanced practice or specialty. Benchmarks for the MSN CNL Program Graduation rates of CNL students that complete at least ¼ of the program will be 93% or greater. Pre-licensure CNL students will average above the mean for all nursing students on the Elsevier Support and Assessment Program -Exit Exam. 93% of graduating pre-licensure students will pass the NCLEX on first attempt. Benchmarks for the DNP Program Ninety percent (90%) of entering full-time degree students will successfully complete the program within 3 years. Ninety percent (90%) of entering part-time degree students will successfully complete the program within 5 years. Course and program evaluation documents demonstrate that students meet the learning objectives for the program. Ninety percent (90%) of graduates find employment appropriate for their level of education and experience. Twenty percent (20%) of enrolled DNP students will publish and/or present annually. Hundred percent (100%) of DNP prepared faculty members will teach/mentor DNP students. 74

76 Appendix III-A.2 Appendix III-A.2 Baccalaureate Plans of Study Traditional BSN - Fall 2013 Entry Credits Fall 2013 College Requirements and Nursing Prerequisites First Writing Requirement (if the first letter of last name is A K) or Gen Ed/Electives 3 NUIP 2060 Anatomy & Physiology I, with lab 4 NUIP 2090 Chemistry for Health Professionals (also available in the spring of 2014) 3 UVA Social Sciences/Historical Studies 3 Sp 2014 UVA Humanities/Fine Arts 3 College Requirements and Nursing Prerequisites First Writing Requirement (if the first letter of last name is L Z) or Gen Ed/Electives 3 NUIP 2070 Anatomy & Physiology II, with lab 4 NUIP 2080 Microbiology 3 UVA Social Sciences/Historical Studies 3 UVA Humanities/Fine Arts 3 Fall 2014 Sp 2015 Fall 2015 Sp 2016 Fall 2016 Sp nd Year Fall Semester: 15 credits Growth and Development Across the Lifespan 3 Fundamentals of Nursing CARE 4 Health Assessment 3 Therapeutic Principles of Patient-Family Care 3 Cells to Society for Nursing Practice 2 2 nd Year Spring Semester: 10 credits + 2 Gen Ed/electives Pathophysiology and Clinical Management I 3 Pharmacology and Clinical Management I 2 REAL I (Research, Ethics, Advocacy and Leadership); 2 nd writing requirement 3 Principles and Application of Case-Based Leaning for Nursing Practice 2 UVA Humanities/Fine Arts 3 UVA Social Sciences/Historical Studies 3 3 rd Year Fall Semester: 15 credits Pathophysiology and Clinical Management II 3 Pharmacology and Clinical Management II 2 Patient-Family Centered Care: Adult-Gero Nursing in Acute Care 4 Patient-Family Centered Care: Pediatric Nursing or Maternal/Child Nursing 4 REAL II (Health policy and regulation; state board of nursing, delegation, informatics) 2 3 rd Year Spring Semester: 11 credits + electives Patient-Family Centered Care: Pediatric Nursing or Maternal/Child Nursing 4 Patient-Family Centered Care: Mental Health Nursing or Public Health Nursing and 4 Population Health REAL III (evidence-based practice, research utilization) 3 Gen Ed/Electives/Nursing Electives th Year Fall Semester: 10 credits + electives Patient-Family Centered Care: Principles of Special Settings: Critical & Transitional Care 4 Patient-Family Centered Care: Mental Health Nursing or Public Health Nursing and 4 Population Health REAL IV (optimizing professional and career development, professional portfolio, planning for 2 Capstone) Gen Ed/Electives/Nursing Electives th Year Spring Semester: 12 credits Team Based Care Synthesis 4 Transition to Practice: Synthesis Practicum 4 BSN Capstone 4 Total Credit Hours for Completion of program

77 Appendix III-A.2 Traditional BSN Class of 2014, 2015,

78 Appendix III-A.2 Traditional BSN continued 77

79 Appendix III-A.2 RN to BSN 78

80 Appendix III-A.3 MSN Adult Gerontology Acute Care CNS Plan of Study Part Time Rev. 12/12 Course # Course Name Prereq(s) * Fall Semester, Year 1 GNUR 6031 Role I: APRN Role Acquisition GNUR 6010 Advanced Pathophysiology Spring Semester, Year 1 GNUR 6054 Research and Biostatistical Processes in Health Care GNUR 6052 Epidemiology and World Health Summer Session, Year 1 GNUR 6056 Health Policy: Local to Global Fall Semester, Year 2 GNUR 6310 Clinical Decision Making in Adult-Gero Acute Care I GNUR 6050 Theoretical Foundations of Nursing January Term, Year 2 GNUR 6320 Immunocompetence in Vulnerable Populations Spring Semester, Year 2 GNUR 6025 Advanced Health Assessment GNUR GNUR 6315 Summer Session, Year 2 Clinical Decision Making in Adult-Gero Acute Care II GNUR 6010 GNUR GNUR 6020 Advanced Pharmacology GNUR Fall Semester, Year 3 GNUR 7311 Springs Semester, Year 3 Practicum I: Adult Gerontology Acute Care CNS GNUR 6310 core classes GNUR 6032 Role II: APRN Role Transition GNUR GNUR 7313 Practicum II: Adult-Gerontology Acute Care CNS GNUR Total: *Each SON course is identified by a 4-digit academic credit nomenclature: the first digit denotes the classroom hours, the second digit denotes the lab hours, the third digit denotes the clinical hours, and the fourth digit denotes the total credits earned. This is a recommended plan of study. All students are required to enter the individualized plan into the SIS planner and review with the academic advisor in order to enroll. Changes to the plan must be approved by the advisor, and enrollment in a course outside of the plan is not guaranteed. Online courses: Enrollment in an online course is reserved for students in the distance learning programs (HSM, PMH, and PHNL). Other students may add into an online course on a space available basis. 79

81 Appendix III-A.3 MSN Adult Gerontology Acute Care Nurse Practitioner Plan of Study - Full-time Rev. 12/12 Course # Course Name Prereq(s) * Fall Semester, Year 1 GNUR 6031 Role I: APRN Role Acquisition GNUR 6010 Advanced Pathophysiology GNUR 6050 Theoretical Foundations of Nursing GNUR 6310 Clinical Decision Making in Adult-Gerontology Acute Care I January Term, Year 1 GNUR 6320 Immunocompetence in Vulnerable Populations Spring Semester, Year 1 GNUR 6056 Health Policy: Local to Global (on-line) GNUR 6315 Clinical Decision Making in Adult-Gerontology GNUR 6010 Acute Care II GNUR GNUR 6054 Research & Biostatistical Processes in Health Care Summer Session GNUR 6020 Advanced Pharmacology GNUR GNUR 6025 Advanced Health Assessment GNUR Fall Semester, Year 2 GNUR 7312 Practicum I: Adult Gerontology Acute Care NP GNUR 6020 GNUR 6025 GNUR 6310 GNUR Spring Semester, Year 2 GNUR 6032 Role II: APRN Role Transition GNUR GNUR 6052 Epidemiology and World Health GNUR 7314 Practicum II: Adult Gerontology Acute Care NP GNUR Total: *Each SON course is identified by a 4-digit academic credit nomenclature: the first digit denotes the classroom hours, the second digit denotes the lab hours, the third digit denotes the clinical hours, and the fourth digit denotes the total credits earned. This is a recommended plan of study; please use it to complete your Planner in SIS. Deviations/adjustments are allowed, but enrollment cannot be guaranteed if attempting to enroll in a class in a semester other than your plan of study. Online courses: Enrollment in an online course is reserved for students in the distance learning programs (HSM, PMH, and PHNL). Other students may add into an online course on a space available basis. 80

82 Appendix III-A.3 MSN Adult Gerontology Acute Care CNS With Wound Ostomy Continence Focus Plan of Study Full Time Rev. 12/12 Course # Course Name Prereq(s) * Fall Semester, Year 1 GNUR 6031 Role I: APRN Role Acquisition GNUR 6010 Advanced Pathophysiology GNUR 6052 Epidemiology and World Health (online) GNUR 6381 Wound, Ostomy, and Continence GNUR 6310 Clinical Decision Making in Adult-Gerontology Acute Care I January Term, Year 1 GNUR 6320 Immunocompetence in Vulnerable Populations Spring Semester, Year 1 GNUR 6315 Clinical Decision Making in Adult-Gerontology GNUR 6010 Acute Care II GNUR GNUR 6056 Health Policy: Local to Global (online) GNUR 6382 Advanced WOC Nursing GNUR 6054 Research and Biostatistical Processes in Health Care Summer Session GNUR 6020 Advanced Pharmacology GNUR GNUR 6025 Advanced Health Assessment GNUR GNUR 6383 WOC Practicum GNUR Fall Semester, Year 2 GNUR 7311 Practicum I: Adult-Gerontology Acute Care CNS GNUR 6020 GNUR 6025 GNUR GNUR 6315 Spring Semester, Year 2 GNUR 6032 Role II: APRN Role Transition GNUR GNUR 6050 Theoretical Foundations of Nursing GNUR 7313 Practicum II: Adult-Gerontology Acute Care CNS GNUR Total: *Each SON course is identified by a 4-digit academic credit nomenclature: the first digit denotes the classroom hours, the second digit denotes the lab hours, the third digit denotes the clinical hours, and the fourth digit denotes the total credits earned. This is a recommended plan of study. All students are required to enter the individualized plan into the SIS planner and review with the academic advisor in order to enroll. Changes to the plan must be approved by the advisor, and enrollment in a course outside of the plan is not guaranteed. Online courses: Enrollment in an online course is reserved for students in the distance learning programs (HSM, PMH, and PHNL). Other students may add into an online course on a space available basis. 81

83 Appendix III-A.3 MSN Adult Gerontology Acute Care Nurse Practitioner with Wound Ostomy Continence Focus Plan of Study - Full-time Rev. 12/12 Course # Course Name Prereq(s) * Fall Semester, Year 1 GNUR 6031 Role I: APRN Role Acquisition GNUR 6010 Advanced Pathophysiology GNUR 6050 Theoretical Foundations of Nursing GNUR 6381 Wound, Ostomy, and Continence Nursing GNUR 6310 Clinical Decision Making in Adult-Gerontology Acute Care I January Term, Year 1 GNUR 6320 Immunocompetence in Vulnerable Populations Spring Semester, Year 1 GNUR 6054 Research & Biostatistical Processes in Health Care GNUR 6056 Health Policy: Local to Global (online) GNUR 6382 Advanced WOC Nursing GNUR 6315 Clinical Decision Making in Adult-Gerontology GNUR 6010 Acute Care II GNUR Summer Session GNUR 6020 Advanced Pharmacology GNUR GNUR 6025 Advanced Health Assessment GNUR GNUR 6383 WOC Practicum GNUR Fall Semester, Year 2 GNUR 7312 Practicum I: Adult Gerontology Acute Care NP GNUR 6020 GNUR 6025 GNUR 6310 GNUR Spring Semester, Year 2 GNUR 6032 Role II: Transition GNUR GNUR 7314 Practicum II: Adult Gerontology Acute Care NP GNUR GNUR 6052 Epidemiology and World Health Total: *Each SON course is identified by a 4-digit academic credit nomenclature: the first digit denotes the classroom hours, the second digit denotes the lab hours, the third digit denotes the clinical hours, and the fourth digit denotes the total credits earned. This is a recommended plan of study. All students are required to enter the individualized plan into the SIS planner and review with the academic advisor in order to enroll. Changes to the plan must be approved by the advisor, and enrollment in a course outside of the plan is not guaranteed. Online courses: Enrollment in an online course is reserved for students in the distance learning programs (HSM, PMH, and PHNL). Other students may add into an online course on a space available basis. 82

84 Appendix III-A.3 Masters Entry MSN: Clinical Nurse Leader Plan of Study Full Time Course # Course Name Prereq(s) * Summer Semester, Year 1 NUIP 4200 Pathophysiology GCNL 5100 Health Assessment & Clinical Interventions GCNL 5140 Clinical Practice & Decision-Making: Nursing Care of Women and Childbearing Families GCNL Fall Semester, Year 1 GCNL 5210 Nursing Leadership & Health Care GCNL5110 Clinical Practice & Decision-Making: Nursing Care of Adults & Older Adults GCNL GCNL 5160 Clinical Practice & Decision-Making: Nursing Care of Persons with Psychiatric Illness GCNL GNUR 6010 Graduate Pathophysiology NUIP NUIP 5020 Pharmacology NUIP Spring Session, Year 1 GCNL 5220 Leading Teams GCNL GCNL 5130 GCNL 5170 Clinical Practice &Decision-Making: Nursing Care of Adults with Common Health Problems Clinical Practice &Decision-Making: Nursing Care of Persons with Complex Health Problems GCNL 5110 GCNL 5160 GNUR 6010 GCNL 5110 GCNL 5160 GNUR GNUR 5410 Theory and Evidence-Based Practice GNUR 5260 Care Environment Management I Summer Semester, Year 2 GCNL 5120 Clinical Practice &Decision-Making: Nursing Care of Children GCNL 5130 and Families GCNL GCNL 5150 Clinical Practice &Decision-Making: Community Health GCNL 5130 Nursing GCNL GNUR 6060 Culture and Health: Implications for Practice Fall Semester, Year 2 GCNL 5240 Leadership Seminar GCNL GCNL 5180 Clinical Practice and Decision-Making: Synthesis Practicum GCNL GNUR 5270 Care Environment Management II GNUR GNUR 6052 Epidemiology and World Health GNUR 6058 Nursing, Ethics, and the Larger Healthcare Arena Spring Semester, Year 2 GCNL 5250 CNL in the Health Care System GCNL GNUR 6056 Health Policy: Local to Global GCNL 5991 CNL Capstone Practicum GCNL 5240 GCNL Total: *Each SON course is identified by a 4-digit academic credit nomenclature: the first digit denotes the classroom hours, the second digit denotes the lab hours, the third digit denotes the clinical hours, and the fourth digit denotes the total credits earned. This is a recommended plan of study. All students are required to enter the individualized plan into the SIS planner and review with the academic advisor in order to enroll. Changes to the plan must be approved by the advisor, and enrollment in a course outside of the plan is not guaranteed. Online courses: Enrollment in an online course is reserved for students in the distance learning programs (HSM, PMH, and PHNL). Other students may add into an online course on a space available basis. 83

85 Appendix III-A.3 MSN Clinical Nurse Leader Post-BSN Plan of Study Part-Time Rev. 12/12 Course # Course Name Prereq(s) * Fall Semester, Year 1 GNUR 6010 Advanced Pathophysiology NUIP GNUR 6052 Epidemiology and World Health (online) Spring Semester, Year 1 GNUR 5260 Care Environment Management I GNUR 5410 Theory and Evidence-Based Practice Summer Session, Year 2 GNUR 6060 Culture and Health GNUR 6056 Health Policy: Local to Global Fall Semester, Year 2 GCNL 5240 Leadership Seminar GCNL GNUR 5270 Care Environment Management II GNUR GNUR 6058 Nursing, Ethics, and the Larger Healthcare Arena Spring Semester, Year GCNL 5250 CNL in the Health Care System GCNL GCNL 5991 CNL Capstone Practicum GCNL 5240 GCNL Total: *Each SON course is identified by a 4-digit academic credit nomenclature: the first digit denotes the classroom hours, the second digit denotes the lab hours, the third digit denotes the clinical hours, and the fourth digit denotes the total credits earned. This is a recommended plan of study. All students are required to enter the individualized plan into the SIS planner and review with the academic advisor in order to enroll. Changes to the plan must be approved by the advisor, and enrollment in a course outside of the plan is not guaranteed. Online courses: Enrollment in an online course is reserved for students in the distance learning programs (HSM, PMH, and PHNL). Other students may add into an online course on a space available basis. 84

86 Appendix III-A.3 MSN Clinical Nurse Leader Post-ADN Plan of Study Part-Time Rev. 12/12 Course # Course Name Prereq(s) * Summer Session, Year 1 NUIP 4200 Pathophysiology (online) GNUR 6056 Health Policy: Local to Global Fall Semester, Year 1 GNUR 6010 Advanced Pathophysiology NUIP GNUR 6052 Epidemiology and World Health (online) Spring Semester, Year 1 GNUR 5260 Care Environment Management I GNUR 5410 Theory and Evidence-Based Practice Summer Session, Year 2 GNUR 6060 Culture and Health GCNL 5150 Clinical Practice & Decision-Making: Community Health Fall Semester, Year 2 GCNL 5240 Leadership Seminar GCNL GNUR 5270 Care Environment Management II GNUR Nursing, Ethics, and the Larger Healthcare GNUR 6058 Arena Fall Semester, Year 2 GCNL 5250 CNL in the Health Care System GCNL GCNL 5991 CNL Capstone Practicum GCNL 5240 GCNL Total: *Each SON course is identified by a 4-digit academic credit nomenclature: the first digit denotes the classroom hours, the second digit denotes the lab hours, the third digit denotes the clinical hours, and the fourth digit denotes the total credits earned. This is a recommended plan of study. All students are required to enter the individualized plan into the SIS planner and review with the academic advisor in order to enroll. Changes to the plan must be approved by the advisor, and enrollment in a course outside of the plan is not guaranteed. Online courses: Enrollment in an online course is reserved for students in the distance learning programs (HSM, PMH, and PHNL). Other students may add into an online course on a space available basis. 85

87 Appendix III-A.3 MSN Health Systems Management Plan of Study - Full-time 1 year Rev. 12/12 Course Number Course Name Prereq(s) * Fall Semester, Year 1 GNUR 6052 Epidemiology and World Health (online) GNUR 6450 Transformational Leadership and Management (online) GNUR 6465 Organizational Theory and Behavior (online) GNUR 6054 Spring Semester, Year 1 Research and Biostatistical Processes in Health Care (online) GNUR 6050 Theoretical Foundations of Nursing (online) GNUR 6056 Health Policy: Local to Global (online) GNUR 6405 Health Care Systems Planning and Evaluation (online) GNUR 7481 Administrative Practicum I (online) GNUR Summer Session GNUR 6460 Health Economics (online) GNUR 8650 Managing Information Technology (online) GNUR 6455 Finance and Resource Management (online) GNUR GNUR 7482 Administrative Practicum II (online) GNUR Total: *Each SON course is identified by a 4-digit academic credit nomenclature: the first digit denotes the classroom hours, the second digit denotes the lab hours, the third digit denotes the clinical hours, and the fourth digit denotes the total credits earned. This is a recommended plan of study. All students are required to enter the individualized plan into the SIS planner and review with the academic advisor in order to enroll. Changes to the plan must be approved by the advisor, and enrollment in a course outside of the plan is not guaranteed. Online courses: Enrollment in an online course is reserved for students in the distance learning programs (HSM, PMH, and PHNL). Other students may add into an online course on a space available basis. 86

88 Appendix III-A.3 MSN Family Nurse Practitioner Program Plan of Study Full-Time Rev. 12/12 Course # Course Name Prereq(s) * Fall Semester, Year 1 GNUR 6031 Role I: APRN Role Acquisition GNUR 6010 Advanced Pathophysiology GNUR 6052 Epidemiology in Health Care (online) GNUR 6054 Research & Biostatistical Processes in Health Care (online) Spring Semester, Year 1 GNUR 6020 Advanced Pharmacology GNUR GNUR 6025 Advanced Health Assessment GNUR GNUR 6120 Clinical Decision-Making in Advanced Practice Nursing GNUR Summer Session GNUR 6110 Primary Care Seminar I GNUR 6020 GNUR 6025 GNUR 6052 GNUR GNUR 6056 Health Policy: Local to Global Fall Semester, Year 2 GNUR 6050 Theoretical Foundations in Nursing GNUR 5670 Primary Care Seminar II FNP GNUR GNUR 5690 Primary Care Preceptorship I GNUR Spring Semester, Year 2 GNUR 5700 GNUR 5710 Primary Care Seminar III FNP Primary Care Preceptorship II GNUR 5670 GNUR 5690 GNUR 5670 GNUR GNUR 6032 Role II: APRN Role Transition GNUR Total: *Each SON course is identified by a 4-digit academic credit nomenclature: the first digit denotes the classroom hours, the second digit denotes the lab hours, the third digit denotes the clinical hours, and the fourth digit denotes the total credits earned. This is a recommended plan of study. All students are required to enter the individualized plan into the SIS planner and review with the academic advisor in order to enroll. Changes to the plan must be approved by the advisor, and enrollment in a course outside of the plan is not guaranteed. Online courses: Enrollment in an online course is reserved for students in the distance learning programs (HSM, PMH, and PHNL). Other students may add into an online course on a space available basis. 87

89 Appendix III-A.3 MSN Pediatric Nurse Practitioner Rev. 12/12 Plan of Study Full-Time Course # Course Name Prereq(s) * Fall Semester, Year 1 GNUR 6031 Role I: APRN Role Acquisition GNUR 6010 Advanced Pathophysiology GNUR 6052 Epidemiology and World Health (online) GNUR 6054 Research & Biostatistical Processes in Health Care (online) Spring Semester, Year 1 GNUR 6020 Advanced Pharmacology GNUR GNUR 6025 Advanced Health Assessment GNUR GNUR 6120 Clinical Decision-Making in Advanced Practice Nursing GNUR Summer Session, Year 2 GNUR 6110 Primary Care Seminar I GNUR 6020 GNUR 6025 GNUR 6052 GNUR GNUR 6056 GNUR 6420 GNUR 6470 GNUR 6056 Health Policy: Local to Global Fall Semester, Year 2 GNUR 6050 Theoretical Foundations in Nursing GNUR 5671 Primary Care Seminar II PNP GNUR GNUR 5690 Primary Care Preceptorship I GNUR Spring Semester, Year 2 GNUR 5701 Primary Care Seminar III PNP GNUR 5670 GNUR GNUR 5710 Primary Care Preceptorship II GNUR 5670 GNUR GNUR 6032 Role II: APRN Role Transition GNUR Total: *Each SON course is identified by a 4-digit academic credit nomenclature: the first digit denotes the classroom hours, the second digit denotes the lab hours, the third digit denotes the clinical hours, and the fourth digit denotes the total credits earned. This is a recommended plan of study. All students are required to enter the individualized plan into the SIS planner and review with the academic advisor in order to enroll. Changes to the plan must be approved by the advisor, and enrollment in a course outside of the plan is not guaranteed. Online courses: Enrollment in an online course is reserved for students in the distance learning programs (HSM, PMH, and PHNL). Other students may add into an online course on a space available basis. 88

90 Appendix III-A.3 MSN Psychiatric-Mental Health CNS Plan of Study - Full-time Rev. 12/12 Course # Course Name Prereq(s) * Fall Semester, Year 1 GNUR 6031 Role I: APRN Role Acquisition GNUR 6010 Advanced Pathophysiology GNUR 6251 Biological Basis of Mental Health/Mental Illness GNUR 6252 Psychiatric Mental Health Nursing Seminar Spring Semester, Year 1 GNUR 6050 Theoretical Foundations of Nursing (online) GNUR 6020 Advanced Pharmacology GNUR GNUR 6056 Health Policy: Local to Global (online) GNUR 6253 Theoretical Foundations of Psychiatric Mental Health Nursing Summer Session GNUR 6025 Advanced Health Assessment GNUR GNUR 8610 Health Promotion and Health Behavior Research** (online) Fall Semester, Year 2 GNUR 6052 Epidemiology and World Health (online) GNUR 6054 Research & Biostatistical Processes in Health Care (online) GNUR 7251 Psychiatric Mental Health Practicum I GNUR , , , Spring Semester, Year 2 GNUR 6032 Role II: APRN Role Transition GNUR GNUR 7253 Psychiatric Mental Health Practicum II CNS GNUR Total: *Each SON course is identified by a 4-digit academic credit nomenclature: the first digit denotes the classroom hours, the second digit denotes the lab hours, the third digit denotes the clinical hours, and the fourth digit denotes the total credits earned. This is a recommended plan of study. All students are required to enter the individualized plan into the SIS planner and review with the academic advisor in order to enroll. Changes to the plan must be approved by the advisor, and enrollment in a course outside of the plan is not guaranteed. Online courses: Enrollment in an online course is reserved for students in the distance learning programs (HSM, PMH, and PHNL). Other students may add into an online course on a space available basis. 89

91 Appendix III-A.3 MSN Psychiatric-Mental Health Nurse Practitioner Plan of Study - Full-time Rev. 12/12 Course # Course Name Prereq(s) * Fall Semester, Year 1 GNUR 6031 Role I: APRN Role Acquisition GNUR 6010 Advanced Pathophysiology GNUR 6251 Biological Basis of Mental Health/Mental Illness GNUR 6252 Psychiatric Mental Health Nursing Seminar Spring Semester, Year 1 GNUR 6050 Theoretical Foundations of Nursing (online) GNUR 6020 Advanced Pharmacology GNUR GNUR 6056 Health Policy: Local to Global GNUR 6253 Theoretical Foundations of Psychiatric Mental Health Nursing Summer Session GNUR 6025 Advanced Health Assessment GNUR GNUR 8610 Health Promotion and Health Behavior Research (online) Fall Semester, Year 2 GNUR 6052 Epidemiology and World Health (online) GNUR 6054 Research & Biostatistical Processes in Health Care (online) GNUR 7251 Psychiatric Mental Health Practicum I GNUR , , , Spring Semester, Year 2 GNUR 6032 Role II: APRN Role Transition GNUR GNUR 7254 Psychiatric Mental Health Practicum II NP GNUR Total: *Each SON course is identified by a 4-digit academic credit nomenclature: the first digit denotes the classroom hours, the second digit denotes the lab hours, the third digit denotes the clinical hours, and the fourth digit denotes the total credits earned. This is a recommended plan of study. All students are required to enter the individualized plan into the SIS planner and review with the academic advisor in order to enroll. Changes to the plan must be approved by the advisor, and enrollment in a course outside of the plan is not guaranteed. Online courses: Enrollment in an online course is reserved for students in the distance learning programs (HSM, PMH, and PHNL). Other students may add into an online course on a space available basis. 90

92 Appendix III-A.3 MSN Public Health Nursing Leadership Plan of Study - Full-time Rev. 12/12 Course # Course Name Prereq(s) * Fall Semester GNUR 6052 Epidemiology and World Health (online) GNUR 6054 GNUR 6450 Research & Biostatistical Processes in Health Care (online) Transformational Leadership and Management (online) GNUR 6400 Community Assessment (online) Spring Semester GNUR 6050 Theoretical Foundations of Nursing (online) GNUR 6405 Health Care Systems Planning & Evaluation (online) GNUR 6056 Health Policy: Local to Global (online) GNUR 7411 Public Health Leadership Practicum I (online) Summer Session GNUR 8650 Managing Information Technology (online) GNUR 8610 Health Behavior and Health Promotion Research (online) GNUR 6455 Finance and Resource Management (online) GNUR GNUR 7412 Public Health Leadership Practicum II (online) GNUR Total: *Each SON course is identified by a 4-digit academic credit nomenclature: the first digit denotes the classroom hours, the second digit denotes the lab hours, the third digit denotes the clinical hours, and the fourth digit denotes the total credits earned. This is a recommended plan of study. All students are required to enter the individualized plan into the SIS planner and review with the academic advisor in order to enroll. Changes to the plan must be approved by the advisor, and enrollment in a course outside of the plan is not guaranteed. Online courses: Enrollment in an online course is reserved for students in the distance learning programs (HSM, PMH, and PHNL). Other students may add into an online course on a space available basis. 91

93 Appendix III-A.3 Rev. 12/12 MSN Public Health Nursing Leadership/Family Nurse Practitioner Plan of Study - Full-time Course # Course Name Prereq(s) * Fall Semester, Year 1 GNUR 6052 Epidemiology and World Health (online) GNUR 6450 Transformational Leadership & Management (online) GNUR 6400 Community Assessment (online) GNUR 6031 Role I: APRN Role Acquisition GNUR 6010 Advanced Pathophysiology Spring Semester, Year 1 GNUR 6020 Advanced Pharmacology GNUR GNUR 6025 Advanced Health Assessment GNUR GNUR 6050 Theoretical Foundations of Nursing (online) GNUR 6120 Clinical Decision making in Advanced Practice Nursing GNUR 6405 Health Care Systems Planning & Evaluation (online) GNUR Summer Session GNUR 6110 Primary Care Seminar I GNUR 6020 GNUR 6025 GNUR 6052 GNUR GNUR 6056 GNUR 6420 GNUR 6056 Health Policy: Local to Global Fall Semester, Year 2 GNUR 5670 Primary Care Seminar II FNP GNUR GNUR 5690 Primary Care Preceptorship I GNUR GNUR 6054 Research & Biostatistical Processes in Health Care (online) Spring Semester, Year 2 GNUR 5700 Primary Care Seminar III FNP GNUR 5670 GNUR GNUR 5710 Primary Care Preceptorship II GNUR 5670 GNUR GNUR 6032 Role II: APRN Role Transition GNUR Total: *Each SON course is identified by a 4-digit academic credit nomenclature: the first digit denotes the classroom hours, the second digit denotes the lab hours, the third digit denotes the clinical hours, and the fourth digit denotes the total credits earned. This is a recommended plan of study. All students are required to enter the individualized plan into the SIS planner and review with the academic advisor in order to enroll. Changes to the plan must be approved by the advisor, and enrollment in a course outside of the plan is not guaranteed. Online courses: Enrollment in an online course is reserved for students in the distance learning programs (HSM, PMH, and PHNL). Other students may add into an online course on a space available basis. 92

94 Appendix III-A.3 Rev. 12/12 MSN Public Health Nursing Leadership/Pediatric Nurse Practitioner Plan of Study - Full-time Course # Course Name Prereq(s) * Fall Semester, Year 1 GNUR 6052 Epidemiology and World Health (online) GNUR 6450 Transformational Leadership & Management (online) GNUR 6400 Community Assessment (online) GNUR 6031 Role I: APRN Role Acquisition GNUR 6010 Advanced Pathophysiology Spring Semester, Year 1 GNUR 6020 Advanced Pharmacology GNUR GNUR 6025 Advanced Health Assessment GNUR GNUR 6050 Theoretical Foundations of Nursing (online) GNUR 6120 Clinical Decision Making in Advanced Practice Nursing GNUR 6405 Health Care Systems Planning & Evaluation (online) GNUR Summer Session GNUR 6110 Primary Care Seminar I GNUR , , GNUR 6056 Health Policy: Local to Global Fall Semester, Year 2 GNUR 5671 Primary Care Seminar II PNP GNUR GNUR 5690 Primary Care Preceptorship I GNUR GNUR 6054 Research & Biostatistical Processes in Health Care (online) Spring Semester, Year 2 GNUR 5701 Primary Care Seminar III PNP GNUR 5670 GNUR GNUR 5710 Primary Care Preceptorship II GNUR 5670 GNUR GNUR 6032 Role II: APRN Role Transition GNUR Total: *Each SON course is identified by a 4-digit academic credit nomenclature: the first digit denotes the classroom hours, the second digit denotes the lab hours, the third digit denotes the clinical hours, and the fourth digit denotes the total credits earned. This is a recommended plan of study. All students are required to enter the individualized plan into the SIS planner and review with the academic advisor in order to enroll. Changes to the plan must be approved by the advisor, and enrollment in a course outside of the plan is not guaranteed. Online courses: Enrollment in an online course is reserved for students in the distance learning programs (HSM, PMH, and PHNL). Other students may add into an online course on a space available basis. 93