COMMISSION ON COLLEGIATE NURSING EDUCATION Continuous Improvement Progress Report

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1 COMMISSION ON COLLEGIATE NURSING EDUCATION Continuous Improvement Progress Report GENERAL INFORMATION Official Name of Institution: Texas Woman's University Type of Institution (e.g., public, private-secular, private-religious, proprietary): Public University Institution s Carnegie Classification: Doctoral Research (TWU) and Doctoral, Professions Dominant (TWU Graduate School) Full Name and Title of Chief Executive Officer of Institution: Dr. Ann Stuart, Chancellor and President Official Name of Nursing Unit: Texas Woman's University, College of Nursing Full Name and Title of Chief Nurse Administrator: Dr. Patricia Holden-Huchton, Dean and Professor Address: PO Box City: Denton State: Texas Zip Code: Telephone Number: Fax Number: Address: Web Site Address of Institution/Program: Date Report Submitted to CCNE: 5/28/09 1

2 ACCREDITATION AND APPROVAL Institutional Accreditation INSTITUTIONAL ACCREDITOR (identify agency name) Southern Association of Colleges and Schools LAST REVIEW NEXT SCHEDULED REVIEW (year) (year) Specialized Accreditation SPECIALIZED ACCREDITOR Council on Accreditation of Nurse Anesthesia Educational Programs Accreditation Commission for Midwifery Education Commission on Collegiate Nursing Education National Association for Nurse s in Reproductive Health National League for Nursing Accrediting Commission State Board of Nursing Approval LAST REVIEW (year) N/A N/A Baccalaureate: 2004 Master s: 2004 Doctor of Nursing Practice: N/A Baccalaureate: N/A Master s: N/A NEXT SCHEDULED REVIEW (year) N/A N/A Baccalaureate: 2014 Master s: 2014 Doctor of Nursing Practice: On Site Evaluation, November 16-18, 2009 N/A Baccalaureate: N/A Master s: N/A Name of applicable state board of nursing: Texas Board of Nursing NURSING PROGRAM APPROVED LAST REVIEW NEXT SCHEDULED REVIEW (year) (year) Baccalaureate program Master s program Doctor of Nursing Practice program Add any relevant comments regarding accreditation and/or approval: The DNP program received approval from the Texas Higher Education Coordinating Board in July 2007 to begin the first class in June A CCNE site visit is scheduled for November 16-18,

3 NURSING PROGRAM INFORMATION Degree Programs and Student Data Identify all baccalaureate and master s degree tracks offered by the nursing unit. For each track, list current enrollment data, as well as graduation data for the previous academic year. For the baccalaureate program, include only nursing students (not pre-nursing students). BACCALAUREATE PROGRAM (identify all tracks offered) NUMBER OF STUDENTS ENROLLED NUMBER OF GRADUATES Generic RN (RN-BS and RN-MS) Fast Track for second degree students Weekend option for second degree 20 students Totals: MASTER S PROGRAM (identify all tracks offered) Acute Care NP Adult Health CNS Adult NP Child Health CNS Family NP Pediatric NP NAME OF NATIONAL CERTIFICATION EXAM GRADUATES ELIGIBLE TO TAKE American Nurses Credentialing Center (ANCC) Acute Care Nurse American Nurses Credentialing Center (ANCC) Adult Health Clinical Nurse Specialist American Nurses Credentialing Center (ANCC) Adult Nurse American Academy of Nurse s (AANP) Adult Nurse American Nurses Credentialing Center (ANCC) Pediatric Clinical Nurse Specialist American Nurses Credentialing Center (ANCC) Family Nurse American Academy of Nurse s (AANP) Family Nurse American Nurses Credentialing Center (ANCC) Pediatric Nurse Pediatric Nursing Certification Board (PNCB) Pediatric Nurse NUMBER OF STUDENTS ENROLLED NUMBER OF GRADUATES

4 Women's Health NP Nursing Education Nursing/Health Systems Management Women s Health CNS (no longer offered) The National Certification Corporation (NCC) Women s Health Nurse National League for Nursing Certified Nurse Educator American Nurses Credentialing Center (ANCC) Nurse Executive, formerly Nursing Administration Total: 498 Total: 126 DOCTOR OF NURSING PRACTICE PROGRAM (identify all tracks offered and indicate post-baccalaureate or post-master s) NUMBER OF STUDENTS ENROLLED NUMBER OF GRADUATES Doctor of Nursing Practice (post-master's) 32 0 Totals: 32 0 Identify any post-master s certificate programs offered by the nursing unit: Adult NP, Family NP, Pediatric NP, Women's Health NP, Nursing Education, Nursing/ Health Systems Management Identify any doctoral degree programs (other than the Doctor of Nursing Practice program) offered by the nursing unit: Doctor of Philosophy in Nursing Science Identify any joint degree programs in nursing offered with any other unit at the institution (e.g., MSN/MPH with the School of Public Health): Master of Science in nursing with a Minor in Health Care Administration Faculty Data CCNE recognizes that faculty members may teach across program levels. Nonetheless, the institution must estimate the faculty full-time equivalent by program level. Identify the number (headcount) of faculty currently devoted to the nursing unit: # FULL-TIME # PART-TIME/ADJUNCT TOTAL # FACULTY 99 PT=11/ Adjunct=68/ 199 Loaned=21 Identify the faculty full-time-equivalent (FTE) currently devoted to the baccalaureate degree program: FULL-TIME FTE PART-TIME/ADJUNCT FTE TOTAL FACULTY FTE Explain how FTEs are calculated for faculty in the baccalaureate program: 4

5 The FTE's are calculated based on a load of 12 to 21 teaching work units per university policy. As noted, many of the faculty members teach across program levels. Therefore, teaching work units were quantified by determining the number of semester credit hours taught in the baccalaureate program. The FTE's were summed based on the equivalence of teaching work units in the baccalaureate program for all faculty teaching in the baccalaureate program. Identify the faculty full-time-equivalent (FTE) currently devoted to the master s degree program: FULL-TIME FTE PART-TIME/ADJUNCT FTE TOTAL FACULTY FTE Explain how FTEs are calculated for faculty in the master s program: The FTE's were calculated using the same procedure as for the baccalaureate program. The teaching work units were quantified by determining the number of semester credit hours taught in the master's program. The values were summed for the master's program faculty FTE's. Identify the faculty full-time-equivalent (FTE) currently devoted to the Doctor of Nursing Practice program: FULL-TIME FTE PART-TIME/ADJUNCT FTE TOTAL FACULTY FTE Explain how FTEs are calculated for faculty in the Doctor of Nursing Practice program: The teaching work units were quantified by determining the number of semester credit hours taught in the DNP program. The values were summed for the DNP program faculty FTE's. Professional Nursing Standards and Guidelines Baccalaureate Program Identify the professional nursing standards/guidelines that are used by the baccalaureate program (note different dates of documents): The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 1998) _X Yes No Not Applicable (no baccalaureate offerings) The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) _X Yes No Not Applicable (no baccalaureate offerings) Other (please specify): Master s Program Identify the professional nursing standards/guidelines that are used by the master s program: The Essentials of Master s Education for Advanced Practice Nursing (AACN, 1996) _X Yes No Not Applicable (no master s offerings) Criteria for Evaluation of Nurse Programs (National Task Force on Quality Nurse Education, 2008) _X Yes No Not Applicable (no nurse practitioner offerings) Doctor of Nursing Practice Program Identify the professional nursing standards/guidelines that are used by the Doctor of Nursing Practice program: 5

6 The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) _X Yes No Not Applicable (no DNP offerings) Criteria for Evaluation of Nurse Programs (National Task Force on Quality Nurse Education, 2008) Yes XNo Not Applicable (no nurse practitioner offerings) Other (please specify): Selected Outcomes Data NCLEX-RN Pass Rates for the Past Three Years* (Academic or Calendar) Year # Students Taking NCLEX-RN for 1st Time NCLEX-RN Pass Rate for 1st Time Test Takers NCLEX-RN Pass Rate for All Test Takers % % % *Data required by US Department of Education. Certification Pass Rates for the Past Three Years* (Academic or Calendar) Year Certification Organization Certification Exam (by specialty area) # Students Taking Exam Certification Pass Rate 2008 ANCC Acute Care Nurse 0 ANCC Adult Nurse 5 100% AANP Adult Nurse 0 ANCC Family Nurse 8 100% AANP Family Nurse 0 ANCC Pediatric Nurse 0 PNCB Pediatric Nurse % NCC Women's Health Nurse 7 100% 2007 ANCC Acute Care Nurse 0 ANCC Adult Nurse 4 75% AANP Adult Nurse 9 89% ANCC Family Nurse 6 100% AANP Family Nurse % 6

7 2006 ANCC PNCB NCC Pediatric Nurse Pediatric Nurse Women's Health Nurse % % ANCC Adult Nurse 3 67% AANP Adult Nurse 0 ANCC Family Nurse % AANP Family Nurse 0 ANCC Pediatric Nurse 0 PNCB Pediatric Nurse 15 86% NCC Women's Health Nurse 8 100% *Data required by US Department of Education. Is national certification required to practice in the state where the institution is based? _X Yes No Not Applicable Is national certification required to prescribe in the state where the institution is based? _X Yes No Not Applicable Selected Outcomes Data (continued) Baccalaureate Program Term/Year of Admission Graduation and Employment Data for the Past Three Years* # Students Term/Year # Students % Students Admitted of Graduated Graduated % Students Employed Graduation Sp Fa % ** Su07 30 Su % ** Fa Sp % ** Sp Fa % ** Su06 20 Su % ** Fa Sp % ** Sp Fa % ** Su05 20 Su % ** Fa Sp % ** *Data required by US Department of Education Please explain how graduation rates are calculated: Generic program graduation rates are calculated based on the number of students admitted to the program divided by the number of students who graduate in 4 semesters. 7

8 ** Based on exit surveys, at time of graduation % from each semester have secured or are seeking employment. Master s Program Term/Year of Admission Graduation and Employment Data for the Past Three Years* # Students Term/Year # Students % Students Admitted of Graduated Graduated % Students Employed Graduation Sp03 78 By Fa % ** Fa02 84 By Su % ** Su02 33 By Sp % ** Sp02 36 By Fa % ** Fa01 45 By Su % ** Su01 16 By Sp % ** Sp01 43 By Fa % ** Fa00 44 By Su % ** *Data required by US Department of Education Please explain how graduation rates are calculated: Master's program graduation rates are calculated based on the number of students admitted to the program divided by the number of students who graduate in 6 years. Students do not move through our program in cohorts and the majority of the students are part-time. Because they are expected to complete all coursework within 6 years, this was set the Term of Graduation. ** Based on exit surveys, at time of graduation % from each semester have secured employment or are planning to seek employment following certification. Doctor of Nursing Practice Program Term/Year of Admission Graduation and Employment Data for the Past Three Years* # Students Term/Year # Students % Students Admitted of Graduated Graduated Graduation Su08 16 May Fa08 2 August Sp09 7 Spring Su09 7 Summer % Students Employed *Data required by US Department of Education Please explain how graduation rates are calculated: The DNP program began in June, 2008 and to date there have not been any graduates; the first class is scheduled to graduate in May

9 Additional Campuses/Sites Identify any additional campuses/sites where the nursing degree program is offered, the distance from the main campus, and the average number of nursing students currently enrolled at each location. CAMPUS/SITE (City, State) DISTANCE FROM MAIN CAMPUS (in miles) # STUDENTS ENROLLED Dallas, Texas 35 miles 700 Houston, Texas 250 miles 729 Distance Education Offerings Baccalaureate Program Does the baccalaureate program offer curricula (or any part thereof) via distance education (i.e., alternative modalities, including distance-mediated modalities, other than traditional classroom style)? _X Yes No Not Applicable (no baccalaureate offerings) If yes, please respond to the following: Indicate the percentage of courses required in the program that use the Internet to augment site-based class activities (e.g., course syllabi, other course materials on web; interaction with faculty, etc.): The university uses Blackboard (learning management system) as a platform for all courses. Blackboard and the Internet are used by 100% of the classes in all the undergraduate programs to augment site-based learning. Indicate the percentage of courses required in the program for which the ENTIRE course is offered in an asynchronous format (e.g., course is on web with few or no sitebased classes): The undergraduate generic program is 120 semester credit hours total, with 62 credit hours of upper division nursing, including a pathophysiology (BIOL) course. There are three of the required (aging, research and pathophysiology) nursing courses and one elective course that are entirely online. These account for approximately 16% of the program. The weekend BS program is 35 % online and the RN-BS program has 100% of the courses online. Indicate the percentage of courses required in the program in which the DIDACTIC portion is offered ENTIRELY in an asynchronous format and all LAB classes are on site (e.g., didactic content is on web with few or no on-site class meetings; all lab classes are on-site): There are no courses in the undergraduate program that have an online didactic and site-based lab format. 9

10 Indicate the percentage of courses required in the program for which the ENTIRE course is offered ONLY in a synchronous distance education format (e.g., via compressed video, live satellite broadcast, chat room, etc. for students at different sites): None Provide a brief (one paragraph) description of the distance learning offerings at the baccalaureate level: Courses in the generic BS program offer a variety of online combinations. Blackboard serves as the online platform. Some courses, such as Nurs3612 Introduction to Research, NURS 4612, Promoting Wellness in the Aging Family, BIOL 4344, Pathophysiology, and the Nursing elective are offered in a 100% online format. Most course offerings use a hybrid approach with a combination of online and site-based meetings. The hybrid courses use Blackboard to augment site-based learning. Blackboard uses include posting resources, creating online assignments, holding asynchronous student discussions, and using virtual classrooms. The RN-BS program offers all courses in a completely online format. These courses are modularized and use a variety of creative learning methods including live chat sessions, webinars, blogging, WIKIs and podcasting. Courses with a lab component might require the student to use instructional technologies such as digital video to demonstrate successful application of course concepts. For example, students in Assessment across the Lifespan submit a complete assessment on CD to meet assessment competency in the RN-BS program. Master s Program Does the master s program offer curricula (or any part thereof) via distance education (i.e., alternative modalities, including distance-mediated modalities, other than traditional classroom style)? _X Yes No Not Applicable (no master s offerings) If yes, please respond to the following: Indicate the percentage of courses required in the program that use the Internet to augment site-based class activities (e.g., course syllabi, other course materials on web; interaction with faculty, etc.): The Internet is used by 100% of the Master's level courses in all tracks to augment sitebased learning. Indicate the percentage of courses required in the program for which the ENTIRE course is offered in an asynchronous format (e.g., course is on web with few or no sitebased classes): The Nurse tracks offer approximately 24% to 29% of the courses either entirely online or with only a few site-based meetings. Students are allowed to select either a 3 semester hour Professional Project or a 6 hour thesis option. The Clinical Nurse Specialist track offers approximately 25% to 30% of the courses as online or with only a few site-based meetings. The Health Systems Management track offers approximately 29% to 33% of the courses online. The Master's in Nursing Education track is 100% online. 10

11 Indicate the percentage of courses required in the program in which the DIDACTIC portion is offered ENTIRELY in an asynchronous format and all LAB classes are on site (e.g., didactic content is on web with few or no on-site class meetings; all lab classes are on-site): The Nurse Educator track has approximately 16.7% of the courses in this format. The didactic courses are offered online; students are required to complete practicum hours with an experienced faculty member to better learn the faculty role or in the staff development department of a clinical facility. Indicate the percentage of courses required in the program for which the ENTIRE course is offered ONLY in a synchronous distance education format (e.g., via compressed video, live satellite broadcast, chat room, etc. for students at different sites): None. While TWU has the capability of synchronous distance education via our video conferencing center we do not currently have any required courses that use that format. Provide a brief (one paragraph) description of the distance learning offerings at the master s level: The Master's program offers one track in a 100% online format the 36 hour Nursing Education track. The courses for this track utilize faculty from across the three campuses and the program has students enrolled from as far away as Hawaii. All courses in this track use a uniform modularized format and Blackboard template with an identifiable track banner. Websites, instant messaging, and video and audio conferencing are also used to enhance instruction. A variety of instructional technologies are employed including blogging, webinars, Qwest conferencing, podcasting, WIKIs, voice over presentation, streaming video, storytelling, virtual classroom, asynchronous discussion and virtual office hours. Practicum courses are based in the students home area using on-site preceptors. Faculty guidance takes place online. All of the remaining Master's level tracks offer a combination of 100% online, hybrid and site-based courses. More and more of these courses are moving to a predominantly online approach. Instructional Services has been supportive in integrating online approaches and technologies to enhance instruction. The CON Education Center for Clinical Innovations & Advanced Technologies provides support to assist faculty to integrate online laboratory and clinical simulations. Doctor of Nursing Practice Program Does the doctor of nursing practice program offer curricula (or any part thereof) via distance education (i.e., alternative modalities, including distance-mediated modalities, other than traditional classroom style)? _X Yes No Not Applicable (no DNP offerings) If yes, please respond to the following: Indicate the percentage of courses required in the program that use the Internet to augment site-based class activities (e.g., course syllabi, other course materials on web; interaction with faculty, etc.): The internet is used by 100% of the courses in the DNP program to augment site-based learning. Indicate the percentage of courses required in the program for which the ENTIRE course is offered in an asynchronous format (e.g., course is on web with few or no site-based classes): 11

12 The DNP program has approximately 28% of the curriculum online. All but one of the courses is offered with only a few site-based classes per semester. One course is offered completely online and does not require any site-based visits. Indicate the percentage of courses required in the program in which the DIDACTIC portion is offered ENTIRELY in an asynchronous format and all LAB classes are on site (e.g., didactic content is on web with few or no on-site class meetings; all lab classes are on-site): The DNP program does not have any courses that utilize this format. Indicate the percentage of courses required in the program for which the ENTIRE course is offered ONLY in a synchronous distance education format (e.g., via compressed video, live satellite broadcast, chat room, etc. for students at different sites): None Provide a brief (one paragraph) description of the distance learning offerings at the DNP level: All of the courses in the DNP program utilize Blackboard and the Internet to enhance course offerings. For example, many of the courses have a site-based component with the rest of the course online. Many teaching and learning methods are used. For example, discussion boards, live online chats, online assignments, etc. are used to enhance student learning. Videos of many of the classes are also available online for students. CONTINUED COMPLIANCE WITH 2008 CCNE STANDARDS & KEY ELEMENTS INTRODUCTION In one page or less, summarize under Program Response major events that have occurred at the institutional and/or program level since the most recent CCNE on-site evaluation. Include a description of changes at the parent institution if they have had a significant impact on the program. The College of Nursing was required by the Texas Higher Education Coordinating Board to change the curriculum from 126 hours to 120 hours which has been fully implemented. The Fast-Track program, accelerated program for second bachelor's degree students, was expanded to the Dallas campus in summer The Fast-Track program has been available on the Houston campus since The Weekend Program was initiated on the Dallas campus in summer 2008 with assistance from a grant from the Texas Higher Education Coordinating Board. The Weekend Program is an option for students with a prior baccalaureate degree. The LVN-BS program was phased out in Spring 2005 due to insufficient interest. The Dallas and Denton RN-BS programs became 100% online in spring The Houston RN-BS program became 100% online in The Acute Care Nurse program began in The master's level Nursing Education option was revised and the hours reduced from 44 hours to 36 hours. The Nursing Education option became 100% online in The CON discontinued admission of students into the CNS Women s Health track in 2007 because Texas no longer recognized that specialty 12

13 since there was no nationally recognized credential. The PhD program became designated as an online program in This designation permitted expansion of the PhD in a collaborative model with Texas Tech University Health Sciences Center School of Nursing in Lubbock, TX. The Doctor of Nursing Practice program began in June, The onsite evaluation of the DNP program is scheduled for November 16-18, The new Institute of Health Sciences building in Houston opened in August The College of Nursing in Houston was renamed the Nelda C. Stark College of Nursing. The Texas Higher Education Coordinating Board has approved the construction of the new Institute of Health Sciences at the Dallas-Parkland location. Construction for the new building in Dallas has begun and is scheduled to be complete by Spring The College of Nursing in Dallas has been renamed the Houston J. and Florence A. Doswell College of Nursing. Dr. Patricia Holden-Huchton was the Interim Dean of the College of Nursing from September 1, 2007 to March 31, 2008 and has been the Dean of the College of Nursing beginning April 1, 2008 to the present. The university also selected a new provost, Dr. Kay Clayton, who began July 1, Substantive change reports have been submitted to the CCNE for all of the above changes. ASSESSMENT BY STANDARD Following each key element statement, briefly summarize under Program Response any pertinent changes or program improvement initiatives that have occurred since the last comprehensive on-site evaluation by CCNE. If no change is reported, please provide support for continued compliance with the standard. Were you requested to address any specific areas of focus/concern (e.g., a compliance concern at the key element level) according to the most recent Board accreditation action letter? If so, please note the specific areas of focus/concern here by indicating which key element(s) this translates to in the 2008 CCNE Standards: [Please contact CCNE if you need a copy of the most recent Board accreditation action letter. Refer to the Guidelines provided to access the Crosswalk Table showing the relationship between the former (2003) CCNE Standards and the current (2008) CCNE Standards.] A response must be provided for each standard and key element below. Give special attention to any specific areas of focus/concern that were identified previously in the CCNE Board accreditation action letter. STANDARD I PROGRAM QUALITY: MISSION AND GOVERNANCE The mission, goals, and expected aggregate student and faculty outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality. 13

14 Key Elements 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. Elaboration: The program s mission statement, goals, and expected student outcomes are written and accessible to current and prospective students. A mission statement may relate to all nursing programs offered by the nursing unit or specific programs may have separate mission statements. Program goals are clearly differentiated by level when multiple degree programs exist. Expected student outcomes are clear and may be expressed as competencies, objectives, benchmarks, or other language congruent with institutional and program norms. The program identifies the professional nursing standards and guidelines it uses, including those required by CCNE and any additional program-selected guidelines. A program preparing students for specialty certification incorporates professional standards and guidelines appropriate to the specialty area. A program may select additional standards and guidelines (e.g., state regulatory requirements), as appropriate. Compliance with required and program-selected professional nursing standards and guidelines is clearly evident in the program. There are no changes for key element 1-A. The mission, goals and outcomes of the graduate and undergraduate nursing programs are congruent with those of the parent institution. The university went through a strategic planning process in 2005 with some minor changes in mission. The College of Nursing then developed a 5 year ( ) strategic plan that was based on goals set for the university and is congruent with the strategic plan of the Academic Affairs division. The mission statement and goals for the university and the College of Nursing are available on the TWU and the College of Nursing websites, respectively. The College of Nursing has identified professional nursing standards and guidelines for each program and uses them in program development and revision. The goals for each level of education are available on the College of Nursing website and are appropriate to the educational level and knowledge to be gained during the program. I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as appropriate, to reflect: professional nursing standards and guidelines; and the needs and expectations of the community of interest. Elaboration: There is a defined process for periodic review and revision of program mission, goals, and expected student outcomes. The review process has been implemented and resultant action reflects professional nursing standards and guidelines. The community of interest is defined by the nursing unit. The needs and expectations of the community of interest are reflected in the mission, goals, and expected student outcomes. Input from the community of interest is used to foster program improvement. There are no changes for key element I-B. Progress toward CON goals is tracked and reported to the total faculty annually by the CON Program Evaluation Committee. Professional student outcomes have been developed for each program and these are revised as needed to remain 14

15 congruent with those of the professional nursing standards and to meet the expectations of the community of interest. Academic and service councils provide valuable input. The Dean has appointed a senior faculty member who will provide program evaluation oversight and will work collaboratively with the Program Evaluation Committee, beginning in Fall, I-C. Expected faculty outcomes in teaching, scholarship, service, and practice are congruent with the mission, goals, and expected student outcomes. Elaboration: Expected faculty outcomes are clearly identified by the nursing unit, are written, and are communicated to the faculty. Expected faculty outcomes are congruent with those of the parent institution. There are no changes for key element I-C. Faculty outcomes are congruent with the mission, goals, and expected student outcomes. Faculty outcomes and goals are written and discussed with each faculty member on an annual basis with the respective Associate Dean as part of the faculty evaluation and review process. Criteria for rank in each of these three areas were revised by the Faculty Affairs Committee of the College of Nursing and approved by the Provost in I-D. Faculty and students participate in program governance. Elaboration: Roles of the faculty and students in the governance of the program, including those involved in distance education, are clearly defined and enable meaningful participation. There are no changes for key element I-D. Faculty and students are involved in the governance of the program. There are student representatives on both undergraduate and graduate academic affairs committees and the student affairs committee. Students may also be involved in course team meetings as appropriate. There are many University and College of Nursing committees and task forces that faculty serve on to promote program governance. These committees govern both on-site and distance education elements of the nursing programs. The roles of students and faculty are clearly defined and meaningful participation is encouraged. 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. Elaboration: A process is used to notify constituents about changes in documents and publications. Information regarding licensure and/or certification examinations for which graduates will be eligible is accurate. There are no changes to key element I-E. Publications are accurate and the university undergraduate and graduate catalogs are updated and published every two years. The website is updated frequently to note any changes. Information about program offerings, outcomes and accreditation status are also available in the catalog and on the website and are updated as necessary. The academic calendar, information about the admission policies, degree completion requirements, and tuition and fees are also available in the university catalog and on 15

16 the website and are updated regularly and as necessary. Grading policies are explained to students at the beginning of the program as well as at the beginning of each class and are located within the respective program student handbook. Syllabi are provided for all courses with an explanation of the grading policies at the beginning of each semester and are available on the Blackboard website for students. Information about licensure and certification is provided at the beginning of the program as well as prior to graduation for all program levels. This information is also available in the catalog and on the website and is updated regularly. 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. Elaboration: Nursing faculty are involved in the development, review, and revision of academic program policies. Differences between the nursing program policies and those of the parent institution are identified and are in support of achievement of the program s mission, goals, and expected student outcomes. Policies are written and communicated to relevant constituencies. Policies are implemented consistently. There is a defined process by which policies are regularly reviewed. Policy review occurs and revisions are made as needed. There are no changes to key element I-F. The nursing policies are congruent with those of Texas Woman s University. Nursing faculty are involved in policy changes related to academic program policies through a variety of methods. For example, faculty members are involved in TWU Faculty Senate and various other university level committees, such as the University Curriculum Committee, Undergraduate Council and Graduate Council, in which the development, review, and revision of academic policies occur. College of Nursing policies are regularly reviewed and modified as necessary to remain consistent with those of the university. I-G. There are established policies by which the nursing unit defines and reviews formal complaints. Elaboration: The program s definition of a formal complaint and the procedure for filing a complaint are communicated to relevant constituencies. The program follows its established policies/procedures for formal complaints. There are no changes in key element I-G. The university catalog provides information about the institution s procedure for the appeals process. The university appeals procedure is available in the catalog and on the electronic version of the catalog on the TWU website. The College of Nursing appeals process is available in the respective program Nursing Student Handbook. The respective CON program Nursing Student Handbook is available on the TWU College of Nursing website and provides detailed information about the process of filing a formal complaint and/or grade appeal. All students are informed of their respective program Nursing Student Handbook and are required to submit a form stating they have accessed the handbook and read it at the beginning of all nursing programs. The program handbooks are reviewed each year jointly by program coordinators and the College of Nursing Student Affairs Committee and modified as necessary. 16

17 STANDARD II PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES The parent institution demonstrates ongoing commitment and support for the nursing program. The institution makes available resources to enable the program to achieve its mission, goals, and expected aggregate student and faculty outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals, and expected aggregate student outcomes. Key Elements II-A. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed. Elaboration: The budget enables achievement of the program s mission, goals, and expected student and faculty outcomes. The budget also supports the development, implementation, and evaluation of the program. Compensation of nursing unit personnel supports recruitment and retention of qualified faculty and staff. Physical space is sufficient and configured in ways that enable the program to achieve its mission, goals, and expected student and faculty outcomes. Equipment and supplies (e.g., computing, laboratory, and teaching-learning) are sufficient to achieve the mission, goals, and expected student and faculty outcomes. There is a defined process for regular review of the adequacy of the program s fiscal and physical resources. Review of fiscal and physical resources occurs and improvements are made as appropriate. There are no changes to key element II-A. The budget allows for the development, implementation, and evaluation of the program. Faculty and staff are adequately compensated using CUPA data for faculty and HR data for staff. Sufficient resources for recruitment of faculty and staff are available. Physical space, equipment, and supplies are adequate to meet the mission and goals for the programs. The completion of the new building in Houston has increased the space available for successful completion of the nursing programs; space allocation in the Institute of Health Sciences in Dallas that is currently being constructed will also increase over current facilities. The budget for the College of Nursing is adequate to fulfill the mission, goals and expected outcomes of the programs. The budget is reviewed and modified through the annual University budget cycle. There are procedures and processes in place for emergencies. II-B. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs. Elaboration: Academic support services (e.g., library, technology, distance education support, research support, admission, and advising services) are adequate for students and faculty to meet program requirements and to achieve the mission, goals, and expected student and faculty outcomes. There is a defined process for regular review of the adequacy of the program s academic support services. Review of academic support services occurs and improvements are made as appropriate. There are no changes to key element II-B. Support services are adequate for faculty and students to meet the mission and goals of the program. Academic programs are supported by 17

18 site-specific, university, and online library services; site-specific and university information technology and instructional support; office of Research and Sponsored Projects; and on-site admission and advising services. A review of academic support services occurs annually and is modified as necessary to meet program needs. Task forces are initiated as needs arise to determine needed changes in academic support services. 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. Elaboration: The chief nurse administrator has budgetary, decision-making, and evaluation authority that is comparable to that of chief administrators of similar units in the institution. He or she consults, as appropriate, with faculty and other communities of interest, to make decisions to accomplish the mission, goals, and expected student and faculty outcomes. The chief nurse administrator is perceived by the communities of interest to be an effective leader of the nursing unit. The program provides a rationale if the chief nurse administrator does not hold a graduate degree in nursing. Dr. Patricia Holden-Huchton was the Interim Dean of the College of Nursing from September 1, 2007 to March 31, 2008 and has been the Dean of the College of Nursing beginning April 1, 2008 to the present. She is a Registered Nurse in the State of Texas and meets all of the required qualifications, including an MS in nursing and a DSN. The Dean meets annually and on an as-needed basis with faculty, frequently with the Associate Deans, and three times a year with the CON Executive Committee. The Dean also meets regularly with nursing administrators from the primary clinical facilities serving all three campuses of the CON as well as other stakeholders in each of the three regions of the state where the campuses are located. The Dean is a member of the TWU Academic Council and is on a par with the other four academic deans at TWU. The Dean has the authority to make decisions regarding the budget and resources to meet the mission and goals of the College of Nursing. The Dean is an effective leader in guiding the CON to achieve its mission, goals and expected student and faculty outcomes. 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. Elaboration: The full-time equivalency (FTE) of faculty involved in each program is clearly delineated, and the program provides to CCNE its formula for calculating FTEs. The mix of full-time and part-time faculty is appropriate to achieve the mission, goals, and expected student and faculty outcomes. Faculty-to-student ratios ensure adequate supervision and evaluation and meet or exceed the requirements of regulatory agencies and professional nursing standards and guidelines. 18

19 Faculty are academically prepared for the areas in which they teach. Academic preparation of faculty includes degree specialization, specialty coursework, or other preparation sufficient to address the major concepts included in courses they teach. Faculty teaching in the nursing program have a graduate degree. The program provides a rationale for the use of any faculty who do not have a graduate degree. Faculty who are nurses hold current RN licensure. Faculty teaching in clinical/practicum courses are experienced in the clinical area of the course and maintain clinical expertise. Clinical expertise may be maintained through clinical practice or other avenues. Faculty teaching in advanced practice clinical courses meet certification and practice requirements as specified by the relevant regulatory and specialty bodies. Advanced practice nursing tracks have lead faculty who are nationally certified in that specialty. There are no changes to key element II-D. Appendix A provides an overview of faculty members associated with the College of Nursing. All faculty members hold current RN licensure, have graduate degrees, and teach in their area of expertise based on education and/or experience. Faculty members teaching in advanced practice clinical courses are nationally certified in that specialty area and meet certification and practice guidelines. The formula used to calculate FTE's has been provided earlier in this report in the Faculty Data section. Faculty-to-student ratios meet the requirements of regulatory agencies and professional nursing standards and are sufficient to provide satisfactory student supervision. To support the Program Response, please provide a table that includes the following information: names, titles, educational credentials, area of specialty, relevant certifications, practice background, and teaching responsibilities of each faculty member associated with the nursing unit. 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. Elaboration: The roles of preceptors with respect to teaching, supervision, and student evaluation are clearly defined; congruent with the mission, goals, and expected student outcomes; and congruent with relevant professional nursing standards and guidelines. Preceptors have the expertise to support student achievement of expected learning outcomes. Preceptor performance expectations are clearly communicated to preceptors. There are no changes to key element II-E. When preceptors are utilized by the respective program, their role and expertise are appropriate to meet the expected learning needs of the students. All preceptors have degrees and/or certifications in specialty areas and are experienced in the clinical specialty in which they work with students. Preceptors are oriented to their role and requirements and expected student outcomes for the course(s) in which they work with students. 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. 19

20 Elaboration: Institutional support is available to promote faculty outcomes congruent with defined expectations of the faculty role and in support of the mission, goals, and expected student outcomes. For example: Faculty have opportunities for ongoing development in pedagogy. If research is an expected faculty outcome, the institution provides resources to support faculty research. If practice is an expected faculty outcome, opportunities are provided for faculty to maintain practice competence, and institutional support ensures that currency in clinical practice is maintained for faculty in roles which require it. If service is an expected faculty outcome, expected service is clearly defined and supported. There are no changes to key element II-F. Faculty development opportunities are available through the University and the College of Nursing and through professional organization venues. Each faculty member is allocated funds (currently $1000 annually) to attend and/or present at professional conferences in their areas of expertise. The University and the College of Nursing provide resources, support and funding for research and clinical scholarship and support for grant writing through the University Office of Research and Sponsored Projects. Time is provided for faculty practice which ensures that currency in clinical practice is maintained for those faculty roles in which it is necessary. The role of service for faculty is clearly defined and opportunities are supported to participate in service to the College of Nursing, the University, the profession, and the community. STANDARD III PROGRAM QUALITY: CURRICULUM, TEACHING-LEARNING PRACTICES AND INDIVIDUAL STUDENT LEARNING OUTCOMES The curriculum is developed in accordance with the mission, goals, and expected aggregate student outcomes and reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected individual student learning outcomes, and expected aggregate student outcomes. The environment for teaching-learning fosters achievement of individual student learning outcomes. Key Elements 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. Elaboration: Curricular objectives (course, unit, and/or level objectives or competencies as identified by the program) provide clear statements of expected individual student learning outcomes. Expected individual student learning outcomes contribute to achievement of the mission, goals, and expected student outcomes. Baccalaureate Program The curriculum for the baccalaureate program was developed, implemented, and revised by the CON faculty to reflect expected student learning outcomes and is congruent with the program's mission, goals, and expected student outcomes. The curriculum was revised for a Fall

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