Universidad Metropolitana School of Health Sciences Self Study

Transcription

1 Universidad Metropolitana School of Health Sciences Self Study Presented to the National League for Nursing Accrediting Commission NLNAC For Consideration of Continuing Accreditation For Associate and Baccalaureate Nursing Programs Cupey Aguadilla Bayamón NLNAC STANDARDS AND CRITERIA 2008 Date December 20, 2011

2 Table of Contents SECTION ONE.. 1 Executive Summary.. 1 Introduction.. 3 History of the Nursing Education Units.. 5 Page Summary of Standards & Criteria:.. 12 SECTION TWO 24 STANDARD I: Mission and Administrative Capacity. 24 STANDARD II: Faculty and Staff STANDARD III: Students. 56 STANDARD IV: Curriculum. 67 STANDARD V: Resources. 126 SECTION THREE. 145 STANDARD VI: Outcomes SECTION FOUR. 162 Appendix A. Mission of UMET, School of Health Sciences, and Nursing Unit. 162 Appendix B. Governing Organization Chart. 168 Appendix C. Faculty Profile. 170 Appendix D. Course Descriptions for ADN & BSN Programs. 194 Appendix E. Faculty and Student Ratio Tables 204 Appendix F. Bio-sketch of Administrators 233 Appendix G. Curriculum Organizing Framework) ii

3 Appendix H. Systematic Evaluation Plan (SEP) LIST OF TABLES Table 1: Differentiating Associate and Baccalaureate Program Data. 7 Table 2: Current Student Enrollment in Nursing Programs.. 8 Table 3: Nursing Administration. 9 Table 4: Total Number of Nursing Faculty- as of Oct Table 1.1 Congruency between the governing organization and Nursing education unit Mission, Vision and Outcomes:.. 25 Table 1.2 Faculty and student participation in Committees 28 Table 1.3 Committees of the Nursing Unit.. 29 Table 2.1 Scholarly Activities of the Nursing Faculty. 50 Table 2.2 Support Staff for the Nursing Units. 54 Table 4.1 ADN and BSN General Program Components.. 68 Table 4.2 Professional Standards &Guidelines to Develop Curricula 69 Table 4.3 Program Outcomes for ADN and BSN Programs. 70 Table 4.4 ADN and BSN Student Learning Outcomes. 72 Table 4.5 ADN Competencies by Learning Outcome. 75 Table 4.6 BSN Competencies by Learning Outcome. 76 Table 4.7 Curricular Changes/Revisions/Updates. 79 Table 4.8 ADN Learning Outcomes and Competencies by Curriculum level 84 Table 4.9 BSN Learning Outcomes and Competencies by Curriculum Levels 89 Table 4.10 Examples of learning activities & evaluation methods ADN and BSN programs by learning outcome iii

4 Table 4.11 Examples of cultural, ethnic, & socially diverse concepts, and learning strategies in the ADN Program Table 4.12 Examples of cultural, ethnic, & socially diverse concepts, & learning strategies in the BSN Program Table 4.13 Interdisciplinary collaboration competencies by level in the ADN Program 111 Table 4.14 BSN Interdisciplinary Collaboration Competencies by Level Table 4.15 ADN Program Competencies Related to Research & EBP 113 Table 4.16 ADN Examples of Evidence-Based Learning Activities Table 4.17 BSN Program Competencies Related to Research and EBP 114 Table 4.18 BSN Examples of evidence-based learning activities. 115 Table 4.19 Comparison with Major Nursing Programs in Puerto Rico 117 Table 4.20 ADN Program Curricular Plan Table 4.21 BSN Program Curricular Plan 119 Table 4.22 Clinical Sites for BSN & ADN Programs Cupey Campus 121 Table 4.23 Clinical Sites for BSN &ADN Programs Aguadilla. 123 Table 4.24 Clinical Sites for BSN & ADN Programs Bayamón. 124 Table 4.25 Patient Safety Goals: Examples of Clinical Experiences. 126 Table 5.1 Comparison of the Nursing Budget with the School of Education &Science &Technology for the Fiscal Year Table 5.2 Nursing Faculty Salary for the Academic Year Table 5.3 Education Faculty Salary for Academic Year Table 5.4 Science Faculty Salary for Academic Year Table 6.1 PR Board Exam Pass Rate for ADN First Time Candidates 153 Table 6.2 PR Board Exam Pass Rate for BSN First Time Candidates 154 iv

5 Table 6.3 Program Completion/Retention Rate Table 6.4 Graduates Satisfaction with the Program. 157 Table 6.5 Employer Satisfaction with the Program Table 6.6 Job Placement Rates for ADN & BSN Graduates. 160 Table 6.7 Program Outcome Summary LIST OF FIGURES: Figure A: UMET S Additional Location University Center Map.. 6 Figure B: Organizational Structure of the Nursing Unit 11 Figure C: Bar-Graft of Salary Comparison 129 v

6 1 NATIONAL LEAGUE FOR NURSING ACCREDITING COMISSION, INC SELF STUDY REPORT SECTION ONE: EXECUTIVE SUMMARY Dates of Visit: Feb 7, 8 & 9, 2012 Governing organization: Universidad Metropolitana (UMET) PO Box San Juan Puerto Rico Chief Executive Officer of the Governing Organization Dr. Federico M. Matheu Chancellor of UMET Governing Organization s Accrediting Body and Status Universidad Metropolitana is accredited by the Council of Education of Puerto Rico (CEPR), and the Middle States Commission on Higher Education (MSCHE). Last license review took place in Next re accreditation on visit is schedule in April Accreditation History - UMET s Nursing Programs Year Status ADN Program June 1971 Initial accreditation April 1994 Accredited July 1997 Accredited Spring 2002 Last Action (re-visit) Spring 2004 Continuing Accreditation with removal of warning Fall 2010 Focus visit, continuing accreditation Bayamón Additional Location Spring 2012 Next review

7 2 BSN Program Year Status October 1986 April 1995 October 1995 Spring 2002 Spring 2004 Fall 2010 Spring 2012 Initial accreditation Accredited Accredited (Progress action) Last action (re-visit) Continuing accreditation with Removal of warning Focus visit, continuing accreditation for Aguadilla & Bayamón Additional Locations Next review Name and Address of the Nursing Unit The School of Health Sciences ADN- BSN Nursing Programs Universidad Metropolitana PO Box San Juan Puerto Rico Name and Address of the Nurse Administrator of the Nursing Education Unit: Dr. Lourdes Maldonado Ojeda, RN, MSN, EdD Dean Office Number: (787) ext: 6423 Fax: (787) Name of State Board of Nursing and Approval Status The Puerto Rico State Board of Nursing. UMET Nursing Program are approved since they are in compliance with the authorization of the PR Council of Education. Standards and Criteria used to prepare the self study report: The NLNAC 2008 Standards and Criteria were used to develop the self-study report for the reaccreditation of the ADN and BSN Programs.

8 3 Introduction The Department of Nursing fosters the development of competencies and skills in its students that will qualify them to practice the profession of nursing, as required by Law 9 of 1997 of the Commonwealth of Puerto Rico. The Nursing programs are under the School of Health Sciences of Universidad Metropolitana (UMET). The Governing Organization is the Ana G. Méndez University System (AGMUS). AGMUS is a non-profit university system, incorporated under the laws of the Commonwealth of Puerto Rico since The corporate bylaws of AGMUS establish that the institution shall: promote the cultural, social, and economic development, and well-being of the Puerto Rican society through educational opportunities which will benefit the community it serves. AGMUS consists of four (4) academic institutions of higher education: Universidad del Turabo (University of Turabo) (UT), Universidad del Este (University of the East) (UE), and Universidad Metropolitana (Metropolitan University) (UMET) and the Virtual University. It also has a public broadcasting television channel (WMTJ, Canal 40/26). Each institution has several additional locations: Aguadilla, Bayamón, and Jayuya respond to UMET. Universidad Metropolitana (UMET) Overview of the Institution Universidad Metropolitana (UMET) is a private, nonprofit, non-sectarian, Hispanic serving institution, located in the San Juan Metropolitan Area of Puerto Rico. UMET was founded in 1949 as the Puerto Rico Junior College in Río Piedras by three

9 4 distinguished educators: Ana G. Méndez, Florencio Pagán Cruz, and Alfredo Muñíz Souffront. The founders organized the Ana G. Méndez Educational Foundation in The foundation moved the location of the college to its present facilities in Cupey and changed its name in 1980 to Colegio Universitario Metropolitano (CUM). The institution became Universidad Metropolitana (UMET) in The organization is governed by the Bylaws of the Institutions (supporting document section 1) The Chancellor is the highest-ranking senior officer at the University, appointed by the President and confirmed by the Board of Directors. During the last decade UMET has developed innovative programs in the different academic areas responding to the needs of the puertorrican society, supporting and enriching the preparation of future professionals. In 1995, the National Science Foundation (NSF) recognized UMET as a Model Institution of Excellence. With the sponsorship of the National Science Foundation, in collaboration with the National Aeronautics and Space Administration (NASA), UMET has been able to promote research at the undergraduate level. UMET, through a flexible admission policy, serves a total population of 13,062 students (Dec. 2011). The institution recognizes the importance of offering educational services to non-traditional populations. As a result of that vision, UMET receives a considerable number of adult learners in the evening programs. During the last decade UMET has developed innovative programs in the natural sciences, supporting and enriching the preparation of future scientists. In 1995, the National Science Foundation (NSF) recognized UMET as a Model Institution of Excellence. With the sponsorship of the National Science Foundation, in collaboration with the National Aeronautics and

10 5 Space Administration (NASA), UMET has been able to promote research at the undergraduate level, which continues today. History of the Nursing Education Unit: The Department of Nursing was established in 1967 as part of the Puerto Rico Junior College (PRJC), Rio Piedras Campus. It was authorized the same year by the Puerto Rico Council of Education (CEPR) to offer an Associate Degree in Nursing, in response to a growing need for registered nurses. The Program was transferred to the Cupey Campus when the PRJC moved to this location and changed its name to Colegio Universitario Metropolitano (CUM). The ADN prepares nurses to compete for first-level positions in direct patient care. The length of the program is two (2) years and one summer and has a total of 70 credits. Graduates of the ADN program use evidence-based scientific principles of Nursing and develop nursing skills to care for patients of different ages in various settings. They are also prepared to take the PR Nursing Licensing Board Exams, to practice nursing in PR. The Department began offering a Baccalaureate in Nursing (BSN) in The BSN program prepares its students to take the Board of Nursing exam for eligibility for a BSN license to practice nursing in PR. The length of this program is four (4) years and has a total of 125 credits. At this time, both Programs are offered on the Cupey campus, the Bayamón campus, and on the Aguadilla campus (See figure A). Table 1: shows presents general data about ADN and BSN programs. The Masters in the Science of Nursing (MSN) is only offered on the Bayamón campus. At present, the Nursing programs are not offered by distance education.

11 6 Figure A: UMET S University Center Additional Locations Map

12 7 Table 1: Differentiating Associate and Baccalaureate Program Data: Elements ADN BSN General Education 32 credits 51 GE plus 3 elective credits Nursing Education 38 credits 68 credits Total Credits Length of program 2yrs + 1summer 4 yrs Complexity: Intensity Provide direct care to individual clients with common, well-defined nursing diagnosis while considering clients familial relationships. Provide direct care to clients with many different nursing diagnoses using nursing processes to define individualized and complex interactive nursing diagnosis while considering the client relationships within a family and community. Clients: individuals within the family context 1:1 Nursing situations: (Interventions) Simple situations: Intervention 1:1 with healthy clients with well defined nursing diagnosis. Complex situations: Intervention 1:1 with clients with health deviations. Clients: individuals, family, groups, and community Nursing situations: (Interventions) Simple situations: Intervention 1:1 with clients in health and illness situations. Complex situations: Intervention 1 to many clients in health and illness situations. The ADN Program received its first accreditation by the NLN in 1971 and the BSN program The last re-accreditation took place in 2004 and both programs (ADN and BSN) were awarded eight years full accreditation by the NLNAC. Because of the number of students in nursing and the quality of the program, the school was changed from a Department to a School. The School of Health Sciences was established in 2004 under the leadership of the new Dean, Dr. Lourdes Maldonado. Before that, the health programs were under the direction of the School of Science and Technology on the main campus in Cupey. At present, the development of the School of Health Sciences is a University priority, and is under development to continue improving its program quality.

13 8 UMET offers courses in Semester and in Part of Term (PT) modality, which consists of eight-week terms. The programs are offered during the day and/or in the evening. The BSN students also have the option of Spanish or English as languages of instruction in Bayamon. Table 2 shows the current (December 2011) statistics for the number of students enrolled in the ADN and BSN programs in Cupey, Bayamón, and Aguadilla. Table 2: Current Student Enrollment in Nursing Programs: Full Time Students Part Time Students Full Time Students Part Time Students ADN ADN ADN Total MSN Cupey Aguadilla Bayamón ADN Bayamón Full Time Associate Degree Students = 414 Part Time Associate Degree Students = 70 BSN Cupey BSN Aguadilla BSN Bayamón Total BSN ,386 Full Time Baccalaureate Students = 1191 Part Time Baccalaureate Students = 195 TOTAL ADN & BSN 1,870 TOTAL NUMBER OF STUDENTS IN NURSING 1,958 Source: Office of the Registrar Rosa I Cotto Lozada, Dec. 5, 2011

14 9 The organizational structure of the School of Health Sciences, of the Ana G. Méndez System, is composed of: Dr. Federico M. Matheu, Chancellor, Dr. Omar Ponce, Vice Chancellor, Dr. Lourdes Maldonado, Dean of the School of Health Sciences, Dr. Gloria Ortiz, Associate Dean of the School of Health Sciences is also acting Director of the Associate Degree and Baccalaureate Programs in Cupey. Dr. Rebecca Frugé is the Director of the MSN, BSN, and ADN, in Bayamón. Dr. Zulma Soto is the Director of the Associate Degree and Baccalaureate Programs of the Aguadilla Center (See table 3). The structure also includes Clinical Coordinators of the BSN and ADN programs, Laboratory Technicians, Integrated Service Student Coordinators, Academic Advisor, Administrative Assistants and faculty. Table 4 presents the full-time and part-time nursing faculty as of Dec The Integrated Service Student Coordinators and the Academic Advisor are shared with all the programs at Cupey and Bayamón. The figure B shows the organizational structure of the Nursing Unit. The organization Structure of the Governing Organization is in appendix B. Table 3: Nursing Administration Administrators Cupey Bayamón Aguadilla Dr. Lourdes Maldonado, Dean X X X Dr. Gloria Ortiz, Associate Dean X X X Dr. Zulma Soto, Director (ADN & BSN) X Dr. Rebecca Frugé, Director (MSN, BSN & ADN) X

15 10 Table 4: The following table presents the full-time and part-time nursing faculty as of Dec Baccalaureate Faculty Full Time Part Time Cupey Aguadilla 3 13 Bayamon 3 14 Associate Faculty Full Time Part Time Cupey 4 11 Aguadilla 1 9 Bayamon 1 6 TOTAL ADN & BSN FACULTY FULL & PART TIME

16 Other Programs Directors ADN & BSN Self-Study Chancellor 11 Figure B Nursing Unit Organization Chart Vice-Chancellor Dean School of Health Sciences (SHS) Administrative Assistant Two Coordinators of Student Integrated Services one for Cupey & one for Bayamón Associate Dean SHS SHS Academic Advisor for Cupey Receptionist for Cupey Two Administrative Assistants one for Cupey & one for Bayamón Cupey Program Director ADN- BSN Cupey Program Director ADN- BSN-MSN Bayamón Program Director ADN- BSN Aguadilla Faculty Clinical Coordinator Faculty Clinical Coordinator Faculty Clinical Coordinator Lab Tech Lab Tech Lab Tech

17 12 Summary of Standards & Criteria: Summary of Standard I: Mission and Administrative Capacity Criterion 1.1: The mission, vision and goals, of the nursing education unit are congruent with those of the governing organization. Table 1.1 shows the congruency. Criterion 1.2: SUAGM offers both faculty and students the opportunity to participate in the governance of the organization. Students participate through the Student Government Association (SGA) and are members of some School of Nursing and Institutional Committees. Criterion 1.3 & 1.4: Communities of interest have input into program processes and decision making. The Faculty and Administration meet twice a year with members of the various clinical agencies. The School has an Advisory Board which will serve as a liaison between the community and faculty to promote the different program actions, disseminate information about the mission, and vision, and to give recommendations about graduates. The Board will help the Department keep up-to-date in terms of changes in the health industry and perceptions regarding the health professions in Puerto Rico, and internationally. Criterion 1.5: The Dean of the School of Health Sciences, Dr. Lourdes Maldonado, is qualified for her position, as she holds two Master s degrees; one in nursing, and one in Education, and a Doctoral degree in Education. She has more than 35 years experience in Nursing Education and Administration. The Associate Dean and the Directors of all three Campuses have Doctoral degrees. Criterion 1.6: The position of Dean of the School of Health Sciences is comparable to other Deans in the SUAGM and has equal administrative authority. Nursing faculty

18 13 function under the same policies as do all faculty in the SUAGM, however the computation of workload and contact hours are different than faculty of other schools, to better recognize faculty responsibilities for clinical/practicum supervision. Criterion 1.7: The Dean, Dr. Lourdes Maldonado has the authority to prepare and administer the budget for the entire school, including the ADN and the BSN programs. Faculty submits budget requests to the Dean, through the Directors, and she advocates for equity among the units of the governing organization. After the budget is approved by the University authorities, it is administered by the Dean and the program Directors. Criterion 1.8: The UMET policies of the nursing education unit are comprehensive, provide for the welfare of the faculty and staff, and are consistent with those of the governing organization. Differences in policies are justified by the goals and outcomes of the nursing education unit. Criterion 1.9: Several written student complaints were filed on the Cupey, Bayamon and Aguadilla campuses within the past two years. All complaints have received due process and were resolved following the University Grievance Policy. Evidence of resolution will be available in the office of the program Directors. Criterion 1.10: The nursing programs of UMET are not offered through distance education modality. Summary of Standard II: Faculty and Staff Criterion 2.1, 2.2, Faculty of the ADN and BSN programs are qualified and experienced. All Faculty maintain expertise in their areas of responsibility and meet governing organization and state requirements. Full and part time BSN faculty hold Master s

19 14 degrees in Nursing and 40% of the full-time faculty are in the process of completing a doctoral degree. Two full-time faculty have specific certifications. 2.3 Laboratory personnel in all three locations hold either a BSN or a MSN degrees. 2.4: The ratio of student to faculty is sufficient to meet the objectives of each course and to ensure that program outcomes are achieved. This is evidenced by the tables in Appendix E. Criterion 2.5: Faculty teaching in the ADN and BSN programs are active clinicians and true scholars, recognized by peers as highly professional. Scholarship and Evidence based practice is illustrated in tables 2.1 Criterion 2.6: There are two non-nurse faculty teaching nursing courses ( NURS 231 Physical Assessment and NURS 232 Pathophisiology) in the BSN bilingual program in Bayamón, due to difficulty in the recruitment of English speakers nursing teachers. Both are experienced in teaching this content. Criterion 2.7: In addition to the University orientation of full and part-time faculty, the Nursing Programs provides orientation about the duties and responsibilities of the ADN and BSN faculty. In addition to the formal orientation, Faculty are assigned peer mentors within the nursing program to act as preceptors. Criterion 2.8: Faculty (full and part-time) are evaluated by students twice a year, at the end of every semester and by the Director, once a year to assure that their performance demonstrates competency consistent with program goals and outcomes. Criterion 2.9: Staff performance evaluations are done yearly by their immediate supervisor, in accordance with institutional policies.

20 15 Summary of Standard III: Students Criterion 3.1: Student Policies of the nursing education unit are congruent with those of the governing organization, with the exception of those that may be affected by requirements of clinical agencies. Policies of the School of Health Sciences and of the University are publicly accessible, non-discriminatory, and consistently applied. The ADN and BSN students receive student manuals when they are admitted to the program. The student manual contains specific policies and information on the history, mission, vision, organizational structure, and governance of the University. The updated Student Manual (2011) will be available in the reading room. Criterion 3.2: Services of the University are commensurate with the needs of the students pursuing the ADN and BSN degree in all three campuses. The Coordinators of Integrated Services, who counsel students, are properly credentialed and qualified. Criterion 3.3: Student financial and educational records are maintained in a secure site. Records housed in the program are kept in a locked file cabinet. The Banner system is utilized by the University to manage student educational records not housed in the nursing office. This system is password protected and can be accessed by faculty academic advisors during student advisement. Criterion 3.4: In the year 2009 the UMET student default rate was 11.1, which is below the national average. UMET is in compliance with the Higher Education Reauthorization Act and Title IV eligibility and certification requirements are maintained. Students receive counseling regarding the types of loans available and the requirements for maintenance of satisfactory academic progress and loan repayment.

21 16 Criterion 3.5: All public information venues are accurate and accessible. Information on the ADN and BSN accreditation status and NLNAC contact information is accessible, current and accurate. Criterion 3.6: All changes in policy, procedures, and program information are communicated to students in a timely manner. The Nursing Student Handbook is updated yearly or when needed. Changes in policy are communicated to all students, through: Teachers, posted on bulletin boards, announced during assemblies, memos, or posted on the UMET website. Criterion 3.7: Students are oriented about the use of technology by faculty, laboratory technicians, library personnel, and other qualified staff. Students have additional technical support through Help Desk services. Hospital orientation includes an introduction to the use of the electronic health care information systems. Summary of Standard IV: Curriculum Criterion 4.1: The curriculum is based on established professional standards, guidelines, and competencies, and has clearly stated learning outcomes. UMET Nursing Faculty selected four program outcomes; these outcomes are evaluated, using various methods, to measure the actual achievement of the outcomes (see standard 6). The curricula: courses, strategies, evaluation methodologies, learning outcomes, services, and facilities, support the achievement of these outcomes. Table 4.3 shows the ADN and BSN program outcomes. These program outcomes have guided the program to achieve its mission. Criterion 4.2: The ADN and BSN curricula were developed, and are monitored, by the Nursing Faculty. All courses and programs of study are reviewed periodically, by the Nursing Faculty and by the Curriculum Committee, according to new institutional

22 17 guidelines, trends of the profession, changes in the health system, and accreditation requirements. Rigor and currency of the curriculum is evaluated using, the results of licensure examination, alumni and employer surveys, graduation rates, and end of course evaluations of students and faculty. Criterion 4.3: UMET nursing faculty identified four learning outcomes for each program (See Table 4.4). The ADN and BSN learning outcomes and competencies were selected by the faculty to reflect the organizing framework concepts and sub-concepts. (See tables ) The outcomes reflect the professional nursing roles of provider of care, manager of care, member of a profession, and the competencies of students as users of the nursing process. These outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress. (See table 4.10) Criterion 4.4: Diverse strategies are used throughout the ADN and BSN curricula to develop cultural, ethnic, and socially diverse concepts. Students have the opportunity to acquire and apply this knowledge, examine, and analyze cultural values, and demonstrate awareness of cultural sensitivity. See Table Twenty ( ). Criterion 4.5: Evaluation of student learning is evidenced using a variety of tools and methodologies, which are routinely reviewed by faculty and consistently used in order to uphold academic standards within the Nursing program. Evaluation methodologies allow faculty to measure the achievement of theoretical and clinical course objectives, mastery of established competencies, and achievement of learning outcomes of the ADN and BSN Programs.

23 18 Criterion 4.6: The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards. Principles of cognitive, humanistic, constructivism, multiple intelligences, and adult learning theories and models are incorporated in the teaching learning process. In a dynamic teachinglearning process, active learning is fostered. Instructional and evaluation practices focus on students expected learning outcomes and competencies. Interdisciplinary collaboration is reflected in the curriculum in the manager of care learning outcome and competencies of ADN and BSN programs (See tables ). UMET Faculty is aware that the use of research results and best practice standards promote quality care and safe care. (See tables 4.15 to 4.18). Criterion 4.7: The ADN program consists of 70 credits; 32 General education credits, and 38 nursing credits. The BSN program has 125 credits; of which 51 are general education, 3 elective, and 71 are concentration courses. The number of credits and length of time to complete the programs is consistent with other four-year programs in the University, in the Island of Puerto Rico. They are also attuned to National standards and best practices recognized by the profession. (See tables 4.19, 4.20 & 4.21). Criterion 4.8: ADN and BSN programs practice learning environments for all three locations, offer a variety of learning opportunities to students to achieve outcomes. Clinical sites and facilities are carefully selected by faculty and endorsed by University Administration. Facilities are nationally accredited by the Joint Commission and conform to the national requirements for Medicare and Medicaid and have written policies and procedures that guide their operations. Contracts between the University and

24 19 the Clinical sites are current and clearly state the responsibilities of both the University and the Clinical site. (See tables 4.22 to 4.24). Criterion Clinical experiences provide the opportunity to students to get familiarized with and participate in health agencies best practices, to achieve patient safety goals and health outcomes (See table 4.25). Summary of Standard V: Resources Criterion 5.1: There is an institutional budgeting process in place to assure the achievement of goals and outcomes of all educational units. The nursing units of Cupey and Bayamón are included in that budgeting process, through the office of the Dean. Aguadilla is included through the budget petition of the Director of the Center. Criterion 5.2: Physical resources such as, classrooms, libraries, laboratories, and offices are adequate to meet the requirements of the Nursing Programs at all three locations. Resources also meet the accreditation standards of the National League for Nursing Accrediting Commission. The Nursing Department is equipped with state-of-the-art simulation labs, with Sim-man, Sim- baby, ALS and Noelle models and technology. Criterion 5.3: Learning resources and availability of technology are comprehensive, current and accessible to students and faculty. Sufficient funds have been allocated to the various nursing programs in the three sites. Based on the Institutional Annual Technology Replacement Plan, funds are allocated to provide quality and necessary resources for students, faculty, and support staff, to ensure the achievement of the nursing education unit outcomes (See Standard V)

25 20 Summary of Standard VI: Outcomes Criterion 6.1: The Nursing ADN and BSN programs have a comprehensive and systematic, evaluation process, used to access the quality of the program and to assure that the goals, learning outcomes, Program outcomes and all NLNAC Standards are met. Evaluation findings help in decision making and are used to maintain and/or improve learning outcomes. The SEP was revised for the academic year 2008 to include the new NLNAC standards. Criterion 6.2: Data is collected, aggregated, trended, and analyzed utilizing the SEP as a framework. Evaluation findings are consistently used for decision making and program improvement. The findings are presented during faculty meetings and strategies are discussed to address areas that need development (see examples under criterion 6.1 & 6.2). Criterion 6.3: Program evaluation findings are shared with its constituencies. Clinical practice evaluation by students and faculty are discussed with representatives of clinical agencies. In addition the Dean discusses achievements and findings of nursing units with the Chancellor in staff meetings. Student learning outcomes and program outcomes are discussed in faculty meetings. Recently an Advisory Board was constituted. The first meeting was last September. The Nursing Advisory Board will meet every six month. In these meetings important issues about the program are discussed for decision making and improvement. Criterion 6.4: The ADN and BSN Programs from Cupey Main Campus and its additional locations are evaluated based on performance on licensure pass rate, program completion, program satisfaction, and job placement. Data is gathered through different

26 21 methods. They are used to evaluate the Nursing unit. Data gathered is discussed to maintain, improve and strengthen the programs. The Nursing Program completion rates are the highest in the University. Puerto Rico Licensure exam rates for first-time candidates are improving and above national mean, excellent program satisfaction rates and job placement rates are satisfactory (see tables 6.1 to 6.6). Analysis and Summary of Strengths and Areas Needing Development: Faculty of the ADN and BSN Nursing programs of UMET believe that the NLNAC Standards and Criteria have been met, for continuing accreditation. Strengths of the Program, areas needing development, and future plans, as perceived by faculty are: Standard I: Strengths: 1. The mission of the Nursing Unit is congruent with that of the Governing Institution. 2. Administrators, Faculty, and students are involved in University governance. 3. The nursing are administered by a nurse who is academically and experientially qualified and who has authority for the development and administration of the nursing program. 4. The programs address the academic needs of a significant number of students from disadvantaged backgrounds. 5. Communities of interest have input into program processes. 6. Partnerships exist that promote excellence. Areas for development: 1. To continue to encourage students to participate in committees.

27 22 Standard II: Strengths: 1. Faculty in the ADN and BSN programs are academically and experientially qualified. Fourty per-cent (40%) of full-time faculty are studying doctoral degrees. 2. The lead faculty in each nursing specialty area are highly competent and devoted to developing nursing professionals. 3. The Faculty is committed to the University and to the students. Areas for development 1. To continue recruitment of full-time faculty with doctoral preparation. Note: We believe that our dedicated and competent faculty is our strongest asset. Standard III: Strengths: 1. Students have excellent services, physical accommodations, access to information, and access to technology. 2. Financial aid services are available to all students, and counseling is provided. 3. The integration of technology facilitates and enhances learning. Areas for development: None Standard IV Strengths: 1. The curriculum is developed by the faculty and regularly reviewed for rigor and currency. 2. Program length is congruent with the attainment of identified learning outcomes. 3. The curriculum incorporates professional standards, guidelines, and competencies. 4. Clinical sites are varied and provide for attainment of learning outcomes

28 23 Areas for development Nursing Faculty is in the process of a curricular revision to articulate the ADN & BSN programs in order to facilitate students career ladder options. Standard V Strengths: (In all three locations) 1. Fiscal resources are not only sufficient but above average. 2. Students and faculty have the physical resources needed to achieve the goals and outcomes of the program. 3. State-of-the-art Skills Labs. Areas for development NONE The University is constantly developing programs and resources for the betterment of the Puerto Rico Community. Standard VI Strengths: 1. A well developed systematic plan for evaluation is in place at all three locations. 2. Graduates demonstrate high level of satisfaction with the program. 3. Licensure exam pass rate is above the National average of Puerto Rico. 4. Employers express high satisfaction with UMET graduates. Areas for Development: Continue monitoring the SEP and making changes/modifications as needed

29 24 SECTION TWO 1-5 STANDARD I: MISSION AND ADMINISTRATIVE CAPACITY The nursing education unit s mission reflects the governing organization s core values and is congruent with its strategic goals and objectives. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified outcomes. 1.1 The mission/philosophy and outcomes of the nursing education unit are congruent with those of the governing organization. The ADN and BSN Curricula flow from the mission and vision of the Nursing Program and is aligned to the mission and vision of the governing organization. Program and student learning outcomes (SLO) guide all curricular activities. Mission and vision statements were developed for the School of Health Sciences when it was established. There is congruency between the mission and vision of the School, the institution and the nursing programs. Documentations confirm that the program s design provides ample opportunity for students to achieve the program objectives and acquire the necessary competencies to become skilled nurses. Missions of the governing organization, School of Health Science and Nursing unit are in appendix A. Please see the table on the following page showing the congruency between the governing organization and the nursing education unit mission, vision, and our outcomes.

30 25 Table 1.1 Congruency Between the Governing Organization and Nursing Education Unit Mission, Vision and Outcomes UMET s Mission & Vision School Mission & Vision ADN & BSN Mission & Vision ADN & BSN Learning Outcomes To position ourselves as a University community of scholars, constantly evaluating and responding to social, economic, and political changes that affect student development Contribute to the health and quality of life in a multicultural society To offer educational opportunities to a multicultural society, in accordance with current and innovative technologies and the challenges and opportunities offered by globalization Provider of nursing care to the system-client adult and family, with problems/alterations in the basic structure of variable physiology, in structured and non-structured health care To provide an environment of academic freedom and intellectual challenge that allows them to develop high ethical and cultural values, a responsive attitude, intellectual curiosity, linguistic and technological capabilities, professional and personal skills necessary to easily and successfully find employment. UMET s admissions policy is flexible and offers a variety of study options and various curricular categories, making a quality education accessible to sectors of the population at our main campus and university centers, which are supported by a highly qualified faculty, committed to teaching excellence promote professional, social, and ethical growth of students. Academic excellence and offerings and meet the need of society expanding personal opportunities teamwork as a basic tool of interdisciplinary health care with service to the community. To Promote an environment of academic freedom, to facilitate faculty and student acquisition of knowledge. It strives to cultivate the attitudes and skills necessary for their professional development for the enhancement of the teachinglearning process, and for the satisfaction and successful employment of its graduates To offer a flexible admission policy providing accessibility for a high quality educational experience Fosters an educational experience supported by creative and innovative teaching-learning methods and activities, and by the systematic evaluation of administrative and academic processes and the outcomes of its graduates. environments. Practice within an ethical-legal framework of values and standards of professional practice, committing faithfully to life-time learning in the profession of nursing Use the Nursing Process with the system model of B. Neuman to develop, implement and evaluate a nursing care plan for adult and family client-systems with common health problems.

31 26 UMET s Mission & Vision School Mission & Vision ADN & BSN Mission & Vision ADN & BSN Learning Outcomes To be known as a vanguard institution in educational technology, with the use of telecommunications and distance education. The School of Health Sciences will be characterized by its commitment to excellence in education, technology, research use of The department encourages reflexive and intellectual curiosity and an attitude of commitment in its faculty and students to promote the life-long professional development of knowledge and skills Work under supervision and guidance, with the use of information technology to access and document clientsystem data, in accord with the policies of the practice agency. To be recognized as a leader in sub-graduate research in Puerto Rico information systems. Commitment to excellence in education, technology, research use of information systems To protect the freedom of administration, faculty, and students to do and publish research, in accordance with the university rules, policies and standards and within the professional scope of practice Apply study skills in nursing research in the care of the adult & family client-system with common health problems/alterations

32 The governing organization and nursing education unit ensure representation of students, faculty, and administrators in ongoing governance activities. Students, faculty, and administrators take part in the governance of the organization through their participation in Academic Board, Administrative Council, institutional and departmental committees, faculty assemblies, student council, taskforce and ad hoc committees as stated in the Institutional Bylaws. The Academic Board is essentially responsible for academic matters. It has four sub-committees: Faculty Recruitment, Rank, Academic Programs and Conferring of Academic Degrees, plus ad hoc committees named by the Vice Chancellor. Each program is represented by one faculty member plus one administrator per school. The Administrative Council is essentially responsible for administrative matters. It also assures the representation of the faculties with one faculty member and the dean of each school. Faculty of the nursing programs is quite active in governance activities. Students, Faculty and Administrators of the ADN and BSN programs have representation in UMET s governance activities. One nursing faculty member, Yanilda Rodriguez, has been named Chair of the Steering Committee for the re accreditation of the Middle States Commission on Higher Education. Several faculty members are also participating in some of the committees for the re accreditation of the Middle States Commission on Higher Education. Tables 1.2 and 1.3 on the following pages shows administrators, faculty and students participation in Institutional committees.

33 28 Table 1.2 Examples of Administrators, Faculty, and Staff Participation in the Governing Organization Committees. Committee/Body Administrators, Faculty & Students Term/s Administrative Council Dr. Lourdes Maldonado Irma Correa Mayra Pedroza Academic Board Student Committee Middle States Commission on Higher Education Mayra Pedroza Madeline Fonseca Roberto González Milagros Bonilla Elsie Goicochea Maritza Acevedo Grisel Plata Maribel Rodriguez Mayra Pedroza Roberto González Maritza Acevedo Yanilda Rodriguez (Chair) Mayra Pedroza Irma Correa Dr. Josué Pacheco Graduation Committee Dr. Lourdes Maldonado US Presidential Advisory Board STEM-H Institutional Review Board (IRB) Health Symposium Committee Employee Recognition Committee Student Retention Commitee Dr. Lourdes Maldonado Dr. Lourdes Maldonado Dr. Rebecca Frugé Dr. Josué Pacheco Dr. Lourdes Maldonado Dr. Lourdes Maldonado Elsie Goicochea Josué Pacheco

34 29 Table 1.3 Committees of the Nursing Unit and Names of Participating Professors UMET Nursing Program Committees National League for Nursing Accrediting Commission Self-Study Committee (NLNAC) Personnel Committee Curriculum Committee Assessment Committee Admission and Progression Research Committee Vice Chancellors Staff Committee Administrators, Faculty, & Students All ADN & BSN Faculty and Administrators Dr. Lourdes Maldonado Dr. Gloria Ortiz Dr. Rebecca Frugé Yanilda Rodriguez Julia Vecchini Maritza Acevedo Zulma Soto All ADN & BSN Faculty & Administration Student (1 ADN &1 BSN) Dr. Lourdes Maldonado Dr. Rebecca Frugé Julia Vecchini Prof. Yanilda Rodríguez Zulma Soto Dr. Lourdes Maldonado Dr. Gloria Ortiz Dr. Josué Pacheco Dr. Rebecca Frugé Javier Pérez Pérez Dr. Lourdes Maldonado Dr. Rebecca Frugé Dr. Josué Pacheco Dr. Lourdes Maldonado Dr. Rebecca Frugé Dr. Gloria Ortiz Term/s Communities of interest have input into program processes and decision making. In addition to the continuous learning assessment process, which provides information in relation to student learning, the mission, goals and expected student outcomes of the program are also reviewed and revised in relation to the needs and expectations of the communities of interest. The program has defined its communities of interest as both internal and external entities which affect or relate to the Program.

35 30 Internal entities include: faculty, staff, administration, and students of the program. External entities include: An Advisory Board, alumnae, partners, consumers, professional nursing organizations, and regulatory bodies. Input into decision making by internal constituents occurs during scheduled committee meetings and faculty-staff meetings. Input from students is obtained through end-of-course evaluations, conducted at the end of each semester and through surveys conducted by the Assessment Committee. Administrative staff provides input through committee meetings, annual reports, and meetings with the Department Chair. The Nursing Department receives valuable external information for its programs through activities conducted in hospitals and other collaborating agencies where, at the end of each semester, administrative personnel, professors, and students meet to evaluate the clinical courses. In these evaluations the objectives are discussed, recommendations are offered and decisions are taking. They also discuss how to achieve the objectives for developing the nursing process, therapeutic interventions, communication skills, critical judgment, leadership among nursing students, and others. Alumni input are received through a survey conducted every five years by the Office of Institutional Research. Also, employers provide valuable information pertinent to programs through surveys conducted every five years, by that same office. Results from alumni and employers survey in relation to the nursing programs are analyzed by the Assessment and Curriculum Committees for decision making. An Advisory Board was appointed in The main purpose of the Board is to advise the Dean on academic matters related to the different health programs of the school, with special emphasis on Nursing which is the largest program in the School of

36 31 Health Sciences. The Board serves as a liaison between the community and faculty to: promote the different program activities, disseminate information about the mission, philosophy, and vision, and to give recommendations about services provided by all the programs, especially by the Nursing Department. The Board helps the Department to keep up-to-date in terms of changes in the health industry and perceptions regarding the health professions in Puerto Rico, and internationally. In addition, Nursing Board members attend department activities such as the Nursing Initiation Ceremony and Nursing Week and help identify scholarship funds for students from low income families. The initial meeting of the School of Health Sciences Advisory Board was held on September 8, 2011 in Bayamón. Officers of the Advisory Board were elected during the first official meeting which was held on September 29, AY in Cupey. (See Advisory Board minutes in reading room). Members of the Board include: ADN and BSN alumni, representatives from collaborating agencies, and representatives of all disciplines in the School, a representative from the PR Health Department, industries, and public relations office, a student representative, and a faculty member, among others. The Board elected their president, Sra. María Judith Oquendo, and will meet at least twice a year (See Board Rules and Regulations on exhibit).

37 Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community. Clinical practice agencies are identified, selected, and monitored by the ADN and BSN coordinators and faculty, to ensure that they provide a diversity and variety of learning experiences that promote excellence in education and nursing practice, and are beneficial to the community. The Nursing Department selects and evaluates clinical practice agencies according to the type of services that they offer, their facilities, and their contribution to the achievement of learning and program outcomes. The coordinator of the Nursing Programs assures that the agency complies with the following requirements established by the faculty: accreditation, availability, capacity for service, experience, and adequate infrastructure. Contracts with the agencies clearly establish responsibilities of both parties and ensure student safety (See copy of contracts in reading room). Contracts are evaluated and updated annually or every two years by the Department Chair, Associate Dean, Dean and the Program Coordinator. Contract renewal is based mainly on student and professor evaluations to determine the agency s contribution to the achievement of course objectives (See evaluation forms in reading room). There are partnerships with general and specialized hospitals, family medicine centers, community health centers, adult and elderly housing projects, assisted care housing projects, hospice programs, home health care agencies, day care centers (for children and elderly), mental health clinics, and skilled nursing centers. Other areas used as clinical settings include: ambulatory care for children with special needs, schools, and

38 33 others (For a complete list of agencies for Cupey, Bayamon and Aguadilla, see Standard 4, criterion 4.8). Clinical resources are adequate to provide a variety of experiences in diverse settings. Faculty and students are integrated with the community as part of the practice, collaborating with different health agencies in activities such as health clinics, vaccination clinics, services to the elderly, education for the community, public and private agencies (See letters and evidences of student community outreach activities on exhibit). These experiences help students develop service skills and, at the same time benefit the community. 1.5 The nursing education unit is administered by a doctorally prepared nurse. Lourdes M. Maldonado Ojeda EdD, RN is a Full Professor, and also the Dean of the UMET School of Health Sciences since May Dr. Maldonado is qualified, both academically and experientially for this position, with over thirty-five years of academic and clinical experience. Dr. Maldonado holds a doctoral degree in Education from the Inter American University of Puerto Rico; a Master s in Nursing from the University of Puerto Rico, with specialization in Maternal Child Nursing, Families, and Communities; and a Master s in Education from Catholic University in Ponce PR, with a concentration in Orientation and Counseling. Her Baccalaureate in Nursing is from Catholic University of Ponce Puerto Rico. Dr. Maldonado has a post-graduate certification in Managed Care from John Hopkins University and post-graduate courses from Catholic University in Curriculum Development, Family Therapy, and Family and Community.

39 34 Dr. Maldonado was President of the Puerto Rico (PR) Board of Nursing from August 2000 to July 2003 where she was active on several committees to revise laws related to nursing in PR, and to revise the Board of Nursing Exams, as well as to define practice for Anesthesia and Midwifery. At present, she is working in a Committee for the revision of Law 9. The new law project is already submitted to the Legislature. She has published several articles during her nursing career; done research, and served as moderator for Island-wide professional seminars and conferences. She served as a program evaluator, both for the Puerto Rico Board of Higher Education and federal proposals. She has also co-authored several federal proposals with the Federal Department of Education and HRSA. She is a reviewer for HRSA proposals. Dr. Maldonado is a member of the Institution Review Board (IRB) and serves as preceptor for Graduate students working on a thesis. She is a member of Sigma Theta Tau and the PR Professional Nursing Organization. In 2011 she was invited by the PR Secretary of Health to participate in a Commission established by the PR Department of Health (Observatory of Health & Human Resources of Puerto Rico) to analyze and recommend projections for the needs of PR health professionals. 1.6 The nurse administrator has authority and responsibility for the development and administration of the program and has adequate time and resources to fulfill the role responsibilities. The position of Dean of the School of Health Sciences is a 12 month, full-time, appointment, with 100% of her time allocated to the functions of this administrative post. One of the functions of the Dean is to develop new programs, and her position includes the supervision of all health related programs in Cupey, Bayamón and Aguadilla. The Dean is responsible for the recruitment and evaluation of qualified Directors, Faculty and

40 35 Staff for the School of Health Sciences. She is also responsible for submitting the budget petition, and writing proposals for Federal funding. Current programs in the School of Health Sciences are: Associate Degree in Nursing (AD), Baccalaureate Degree (BSN), including a bilingual BSN, and Master s in Nursing (MSN), a Respiratory Therapy program, Speech Therapy program, Diagnostic Imaging program, a Post-Baccalaureate Certificate program in Oncology, and several other new health related programs, in various stages of development. The ADN, BSN, and MSN programs are accredited by the National League for Nursing Accrediting Commission (NLNAC). Since August 2011, the undergraduate nursing programs in UMET Cupey has had an acting director. With the support of the Dean, the Associate Dean, Dr. Gloria Ortiz, has been given release-time to assume the position of acting Director, until the position is filled with a qualified individual. Several internal and external notices/ads were officially posted for the position of Director of the department and although some individuals have applied, none evidenced having either a doctoral degree and/or the experience to assume that position. Dr. Ortiz has a Baccalaureate and Master s in Nursing from the University of Puerto Rico and a Doctoral degree in Education (EdD) specializing in curriculum from the Inter American University of PR. She has more than 30 years experience in nursing and 27 years in administration. (See Bio-sketch in Appendix F). The responsibilities of the Associate Dean include: helping the Dean with program development; to assist program Directors with the evaluation and accreditation of the various programs; to direct the school assessment process (Avalúo); curricular

41 36 evaluation and revision; and assisting the Dean with planning and achieving the goals and outcomes of the school. (See job description of the Associate Dean and Directors in the reading room at all three locations: Dr. Gloria Ortiz in Cupey, Dr. Rebecca Frugé in Bayamón, and Dr. Zulma Soto in Aguadilla). 1.7: With faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates for equity among the units of the governing organization. According to the school organizational structure, the Dean of the School of Health Sciences, Dr. Lourdes Maldonado, is responsible for preparing and administering budgets for all programs within the School. Faculty and directors give input as to the needs of their individual program, and the Dean advocates for equity among all programs within the School of Health Sciences. The initial petition for the budget is presented within the annual plan de trabajo or work plan of the Dean presented to the Vice- Chancellor. The budget petitions are discussed and priorities are established according to program needs. Petitions are also submitted for special projects. After the budget is approved by the Vice-Chancellor and Chancellor, it goes to the financial officer for final approval. After the final approval it goes to the Directors of the different programs for administration. Aguadilla s nursing programs needs are covered by the Budget assigned to the University Center. The Center Director is responsible for preparing the budget for the Center according Annual plan, and input from the different programs. The director of the nursing program submits her petitions to the Director of the Center according to her annual plan and those petitions are included in the Center s budget petitions.

42 37 The organizational structure of University Centers does not include program directors. Recently, because of the number of students registered in the nursing programs, a director and a coordinator were named in the Aguadilla Center. The only program with a director is the nursing program. 1.8 Policies of the nursing education unit are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; differences are justified by the goals and outcomes of the nursing education unit. The School of Health Sciences abides by the policies of the Ana G. Mendez System and the Universidad Metropolitana. The SUAGM policies provide for the welfare of faculty, and staff and are those of the governing organization. They can be found in the Institutional Faculty Handbook. The most recent policies are posted on the web page public folders under the page assigned to the Vice-Presidency of Human Resources. Policies of the nursing education unit are the same as those of SUAGM and are published in the SUAGM Faculty Handbook and By-Laws (paper copy and on line). This handbook is comprehensive and includes all policies and procedures for full and part-time faculty, such as recruitment, evaluation, and faculty development. In addition, it contains the rights and responsibilities of faculty, distinctions, legal dispositions, disciplinary procedures, rules, regulations, and academic procedures. Institutional policies are applied to all faculty members of the institution. A copy of the Faculty Handbook is given to all full-time faculty members when they are hired. It can also be found in the web page. ( The teaching load of the Nursing Program faculty is 15 contact hours per week, the same as all undergraduate programs of the SUAGM. Salaries of the Nursing Faculty

43 38 were recently revised by the Vice-Presidency of Human Resources and a different salary scale was established, in favor of the Nursing Faculty. Due to the difficult recruitment of professionals related to Health and Science disciplines in the island of Puerto Rico, the decision to increase nursing faculty salaries was made to attract quality professionals. (A copy of the Administrative order will be available in the reading room). 1.9 Records reflect that program complaints and grievances receive due process and include evidence of resolution. UMET recognizes the need to provide a rapid and efficient procedure to resolve formal complaints in a just and equitable manner. The action taken in the course of the resolution should be fair and respectful to the dignity of all individuals involved. There is a policy that has been established so that every employer/employee may express any undesirable conditions that may be affecting the work environment. All complains receive due process through the office of the Associate Vice- President of Human Resources. There is an official institutional process in place to address complaints, and this can be found in the web page: ( STANDARD II FACULTY AND STAFF Qualified faculty and staff provide leadership and support necessary to attain the goals and outcomes of the nursing education unit. 2.1 Faculty are credentialed with a minimum of a master s degree with a major in nursing and maintain expertise in their areas of responsibility All current nursing faculty; full and part time, from the main campus in Cupey and additional locations in the Bayamon University Center and Aguadilla University

44 39 Center are professionally and academically qualified. Nursing faculty members teaching at the Baccalaureate level hold a minimum of a Master s in the Science in Nursing (MSN) from accredited Institutions in Puerto Rico and the United States. Five (5) faculty members from the Cupey Campus and three (3) faculty members from Aguadilla are in the process of completing a doctoral degree. (CV s are available in the reading room at each location). The Dean of the School of Health Sciences holds a Master s in Nursing (MSN), a Master s in Education, and an EdD in Administration. The Associate Dean, Dr. Gloria Ortiz, holds a MSN and an EdD in Curriculum and Instruction. The Director of the Nursing Program in Bayamon, Dr. Rebecca Frugé, holds a MSN with a specialty in adult critical care and a PhD in Higher Education Administration, and the Director of the Nursing Program in Aguadilla, Dr. Zulma Soto, holds a MSN and a PSyD. (See Appendix C: Faculty Profile). UMET Nursing Faculty is diverse and maintains expertise in their area of responsibility; Medical Surgical Nursing, Community Nursing, Psychiatric Nursing, Critical Care Nursing, Pediatrics, Maternal Child Nursing, Research, Leadership and Management, and Legal-Ethical Issues. Several faculty members have additional certifications from national organizations. All faculty, full and part time, are members of the Puerto Rico college of Professional Nursing (Colegio de Profesionales de Enfermería de Puerto Rico CPEPR). Faculty, full and part time, also maintain expertise by: Attending international, national and local professional nursing conferences, conventions, workshops, seminars, and

45 40 publishing in and reading professional journals. Several faculty have routinely served as Master s thesis preceptors to graduate students of our MSN program in Bayamón. An exceptional honor for one of our faculty of the Cupey campus was that Colonel Milagros Bonilla, MSN, was honored by the US Army by having the Medical Building at Camp Santiago in Puerto Rico named after her. Faculty also takes advantage of various faculty development opportunities offered by UMET for developing and updating skills of the teaching-learning process. Faculty are also involved in community education and service. One faculty member has recently completed a special certifications in Breast feeding/lactation and the other will complete a certification in Bio Ethics in May (See table 2.1). The Puerto Rico Board of Nursing requires that all faculty teaching in a nursing program hold current state licensure. To comply with P.R Law that regulates the practice of nursing in Puerto Rico (Law #9), faculty must maintain a current nursing license. All licensed nurses must have no less than thirty (30) continuing education contact hours, from agencies approved by the Puerto Rico Board of Nursing (JEEPR), during the three years preceding an application for license renewal. Evidence of these credentials can be found in faculty files. Evidence of current licensure is verified every year by the president of the faculty committee of the Nursing Department A minimum of 25 % of the full- time faculty hold earned doctorates. The UMET nursing faculty is composed of 20 full time faculty members, eight (40 %) of them are currently enrolled in a doctoral programs. All (100%) program administrators (4) hold doctoral degrees. There are 94 part-time faculty; six (6) part time faculty hold doctoral degrees and thirteen (13) are enrolled in doctoral programs.

46 41 UMET Cupey has thirteen (13) full-time faculty and 45 part-time. UMET Bayamon has four (4) full-time faculty members and twenty five (25) Part-time. Six Part-time faculty have doctoral degrees. UMET Aguadilla has three (3) full-time faculty and all three have PhD s in progress. They have 23 part-time faculty. (See faculty profile in appendix C) It is important to point out that our part-time faculty members are highly qualified and the majority of them have been teaching part-time for UMET for ten to fifteen years. According to student and administrator evaluations, these are excellent, qualified, and committed faculty. (See faculty profile in Appendix C). Although continuous efforts have been made over several years to hire doctorally prepared nursing faculty, it has been extremely difficult. There are few doctorally prepared nurses in Puerto Rico and most of them are retired or already working in other Institutions as faculty, in full-time administrative positions. Puerto Rico currently has 23,000 registered nurses and only 45 of these hold doctoral degrees (.195%). Five of these nurses are retired and no longer teaching (PR Professional Nurses Organization, 2011). Five of the remaining 40 doctoral prepared nurses (12.5%) are working in the UMET Nursing Program. There are 14 Institutions of Higher Education in Puerto Rico authorized by the Council of Education of Puerto Rico. Within those 14 Institutions, there are 45 ADN programs, 46 BSN programs, and 10 MSN programs for a total of 101 programs (Council of Education, PR, 2011). There are no Doctoral programs in Nursing in Puerto Rico at the time that this self-study was written and many PR nurses are unable to study on-line

47 42 because the programs offered are in English. Salaries in Puerto Rico are below salaries in the US, which makes it more difficult to recruit faculty from the States. Actions have been taken to alleviate the need for qualified faculty. UMET has recently advertized for doctoral prepared faculty for open positions and of the thirty-two respondents, none held doctoral degrees. In the last year UMET has hired seven (7) new faculty members, all with Master s degree in nursing, but none with doctoral degrees, however four (4) are enrolled in doctoral programs. In the future, all new full-time nursing faculty hired will be required to have a master degree in nursing and a doctoral degree or be enrolled in a doctoral program. UMET is actively working to meet this standard; however the availability of qualified doctoral prepared faculty in PR is extremely limited. The fact that there are no doctoral programs in nursing in Puerto Rico has also affected the number of faculty with doctoral degrees in nursing. However, faculty members are encouraged to enroll in doctoral programs in other areas such as Higher Education, Public Health, Administration and Supervision, and others. It is expected that during the year , 25% or more, of the Nursing Department faculty will hold earned doctoral degrees Rational is provided for utilization of faculty who do not meet the minimum credential. At this time our entire nursing faculty meets the minimum credential. 2.2 Faculty (full and part- time) credentials meet governing organization and state requirements. All of UMET s undergraduate faculty meets the governing organization and Puerto Rico requirements to teach in its Nursing programs. All undergraduate nursing program faculty must comply with the following: All Baccalaureate faculty of nursing

48 43 programs must hold a minimum of a Master s degree with a major in nursing, evidence a current PR nursing license, and professional nursing organization membership (CPEPR). State requirement for nursing faculty is established by the Puerto Rico Nursing Law 9 which regulates the practice of Nursing in Puerto Rico. To assure faculty teaching effectiveness, UMET has established the executive order # All new, full and part-time, faculty must be certified for teaching before being hired to teach. The certification process has three components: (1) An interview, (2) A written essay on academic excellence in the 21 st century, and (3) A class demonstration, to determine the ability of the candidate to implement the teachinglearning process effectively. The Dean of the School of Health Sciences and the Vice-Chancellor verify that new faculty members are certified before they are hired to teach in all three locations. (See executive order in the reading room under faculty"). The credentials of the Dean, Directors, and all full and part time faculty are in compliance with the rules of the Puerto Rico Board of Nursing and of the Governing Organization (UMET). Faculty records are audited every year by the Faculty committee of the Nursing programs to verify the currency of credentials. 2.3 Credentials of practice laboratory personnel are commensurate with their level of responsibilities. Laboratory personnel have a minimum of a BSN academic preparation. Each location has a skills laboratory technician. The lab technician in Cupey holds a BSN. The lab technician in Bayamón is currently completing her thesis for a Master s degree and the lab technician in Aguadilla has a MSN. (CV s will be available at each location).

49 44 Responsibilities of the skills lab faculty include: organizing material for faculty and students, maintenance of the lab, keeping an inventory of equipment and supplies, requisition of supplies in accordance to students needs and faculty requirements, supervising the laboratories, and assisting students to achieve clinical skills outcomes. Students can schedule one on one or group practice sessions during open lab practice hours. In Cupey laboratory schedules are from 7:00AM to 8:00PM, in Aguadilla from 8:00AM to 9:00PM and in Bayamón from 7:00AM to 4:00PM. Individual Professors supervise the labs during the evening hours. 2.4 The number and utilization of faculty (full-and part-time) ensure that program outcomes are achieved. The number and utilization of nursing faculty (full and part-time) ensure that program outcomes are achieved. Faculty assignments are based on expertise and educational preparation and are appropriate to their area of clinical specialization. Utilization of faculty is consistent with the mission/philosophy of UMET and of the UMET Nursing Department, as well as with the goals and objectives of the ADN and BSN nursing programs. Faculty are assigned courses, which include lecture and clinical laboratory assignments, by the Department Chair or coordinator, according to their preparation, area of expertise, seniority, and experience. The Faculty profile in Appendix C illustrates that there is representation of all of the nursing specialty areas by both full and part time faculty. Part-time faculty are especially selected, according to their area of expertise, to assure that program outcomes are achieved. The teaching workload constitutes a significant and dominant portion of the total faculty workload. The faculty-student ratio is adequate to meet the objectives of each course (see faculty-student ratio tables in Appendix E).

50 45 Records of specific faculty work-loads will be available to site visitors in the reading room. The goal of the school of nursing is to gradually increase the number of full-time faculty in order to reduce dependence on part time faculty. The Dean is committed to continue requesting money to hire additional full-time qualified faculty. This request will be included in the annual budget petition by the Dean as a priority area. According to UMET s faculty handbook full-time faculty workload is 15 credits per semester (or two Part-of -Terms) for the academic year plus three office hours weekly. Full-time faculty are allowed to teach an additional 12 credits per semester. Each credit-hour of classroom instruction and clinical practice is equivalent to one hour of workload credit. Additional credit hours (up to 21 credits) must be approved by the Vice-Chancellor of Academic Affairs. This excess course load is compensated according to the scale that the Institutional Human Resources Vice Presidency has established. Regular work-load for Part-time faculty is 12 credits per semester. The faculty-student ratio in the clinical setting is 1:7 or 1:10. Most Hospitals in Puerto Rico establish a 1:10 as the maximum ratio; however, recently some clinical facilities have limited the number of students, to allow only seven (7) students per faculty. The faculty-student ratio in classroom settings is approximately 1:30. (Examples of schedules are available in the reading room). In addition to teaching, faculty also participate in other academic activities as part of their duties and responsibilities established in the Faculty Handbook. Other areas of responsibility include: Representation of the Department in institutional committees, in the Academic Board, Administrative Council, participation in institutional and

51 46 departmental social and academic activities, grant writing, and community outreach activities, among others. 2.5 Faculty (full and part-time) performance reflects scholarship and evidencebased practice. The focus of the UMET nursing faculty is on teaching excellence. UMET s nursing faculty adopted Boyer s definition of Scholarship of Teaching: The scholarship of teaching is conducted through application of knowledge of the discipline or specialty area in the teaching-learning process, the development of innovative teaching and evaluation methods, program development, learning outcome evaluation and professional role modeling (Boyer 1990). Ongoing personal and professional development is expected in order for faculty to maintain current knowledge and expertise. Among the activities to develop and maintain teaching scholarship, faculty members participate in the following: curriculum revision, developing course content, and appropriate instructional materials, integration of technology, updating outlines of the courses, and study guidelines, construction of rubrics, and others. Faculty also participates in assessment of student learning outcomes and updating references for the courses in which they teach. Faculty keep updated with the latest technology and teaching methodologies through workshops offered by UMET and other professional agencies. In an effort to facilitate program goals, the faculty also maintains expertise in technological aspects. The availability of technology has lead to the use of Blackboard, e mail systems, and the use of laptop computers, smart boards, and video projectors. Four (4) faculty members have participated in Induction to Technology (Cyber Camp). The purpose of the workshops is

52 47 the integration of technology into the teaching-learning process through various technological activities and strategies that will promote student learning. Faculty members have participated on the Board of Editors of Impulso, the official journal of the Professional Association of Nurses of Puerto Rico. (CPEPR). Several faculty have published articles in professional journals. For the last three years, two faculty members have coordinated a student exchange program with the University of Viterbo in Wisconsin. The purpose of this program is to expose the students to different cultures, for one academic term, in order to promote English-Spanish language and cultural immersion. Students who have participated in this exchange program attest to having acquired an expanded view of and distinct appreciation for the Nursing profession. UMET s nursing programs in Bayamón, and Cupey have recently acquired simulation models as a result of a proposal written by various faculty members. Three simulation labs have been designed using the Sim-Baby, Sim-man essential, Sim-man G, ALS Sim-man trauma model, and Noel, the labor and delivery simulator. Faculty have started trainings on the use of the state-of-the-art simulation labs. A plan has been designed for the incorporation of simulation into the curriculum. The goal of the Dean is that every faculty member, both full and part-time, will become skilled in the use of the simulation technology to train students. Faculty is also engaged in: curriculum revision, student advisement, professional development, and participation in university committees. These areas are documented in the required yearly plan of faculty development and evaluation.

53 48 For the past six-years, faculty have been engaged in grant writing to improve the teaching-learning process and the development of critical thinking skills. As a result of these efforts two HRSA-ARRA and two NWD projects have been funded. One of them includes scholarships for BSN, ADN and MSN students. Another project, called OPEN (Outreach Program for Excellence in Nursing) graduated 60 BSN nurses. At present a federal project called SENDAS (Students for Excellence in Nursing, Diversity and Academic Success) has the goal of increasing the number of ADN nurses. Students have the benefit of stipends and tutoring by mentor students and faculty. The program s purpose is to help students graduate from the ADN Program. In addition, faculty have participated in designing online tutorials for board review including board review practice tests. These tutorials are the only online review available in Puerto Rico. Puerto Rican nursing graduates do not take NCLEX, unless they plan to go to the States to work, and only if they are bilingual, because NCLEX is only available in English. Graduates of Nursing Schools in PR take the revalida the Puerto Rico Board Exams. Financial support is provided to faculty for ongoing development, including conferences, seminars, health symposiums, and tuition assistance for doctoral studies, among others. In September 2011 the School of Nursing paid the tuition for full-time Nursing faculty to attend the annual Assembly of the Nursing Educators of PR. The Assembly was held at the Embassy Suites Hotel in Dorado PR and included information and demonstrations on the use of simulators for the teaching of nursing. This year (2011) two faculty members attended the NLNAC Forum Focus on Standard 6; Outcomes in Anaheim California. One faculty served as a member of the

54 49 NLNAC Evaluation Review Panel (ERP), in Atlanta Georgia in 2011, and she is also a site visitor for NLNAC. Various faculty members have been invited to participate as site visitors by the Council of Education of PR (Consejo de Educación de Puerto Rico CEPR) the agency that evaluates and authorizes Higher Education Programs in Puerto Rico. Four nursing faculty are members of Sigma Theta Tau, the International Nursing Honor Society. One member of the nursing faculty was named as the Chair of the Steering Committee for the re-accreditation, by the Middle States Commission on Higher Education (MSCHE) for UMET s reaccreditation in April Three other faculty members are members of the MSCHE. The following table shows examples of faculty scholarly activities. Other evidence of faculty scholarship available in the reading room at each location.

55 50 Table 2.1 Illustrates Examples of Scholarly Activities of the Nursing Faculty FACULTY CUPEY Maritza Acevedo Mayra Pedroza Maribel Rodriguez SCHOLARLY ACTIVITIES Curriculum: Ample experience on curricular development and evaluation: participation in the development of a post baccalaureate certificate in oncology, and in two revisions of the ADN and BSN programs, participation in development and revision of syllabi. Member of the curriculum committee since 2009, and President since Member of the UMET Academic Board and of program s Committee ( ). Instruction: Expertise in Fundamentals of Nursing and in Nursing Care of the Adult courses. Ample experience in course development updating syllabi of several courses, developing study guides, calendars, evaluation criteria, and exams, and development of instruments (ex. instrument for the health assessment of patients according to functional health patterns). Publication: Intervention of the Nursing Professional in the application of patient restraints. Revista Impulso, 2006 (journal of the P.R. College of Professional Nurses). Member of the Board of Editors ( ) Coordinator of student support component SENDAS Federal project (Student for Excellence in Nursing: Diversity and Academic Success) (HRSA) 2009 to Present. Mentor of new full time and part time faculty. Special professional development as educator: One year training Title V project, Student learning assessment and continuous improvement of Higher Education ( ). One year training Federal project FADE -Faculty and Administrators Dignifying Education (2007). Instruction: expertise in teaching pediatrics and Nursing Leadership and Management courses. ADN/BSN Pediatric Courses Leader. Mentor of new full time and part time faculty. Mentoring of students at OPEN Federal project (Outreach Program Excellence in Nursing) 2009 Mentor of MSN students Research Projects ( ) Publications: Conoce las señales para determinar si eres víctima de violencia doméstica (Dating Violence) September 2005, Tatuajes y body piercing (Tatoos and Body Piercing), March 2006, Píldora del día después (Plan B Next day Pill) August Panorama (Journal of UMET). Academic management and participation in governance: Associate Dean of Nursing ( ), member of Academic Board ( ), member of Administrative Council ( ), Health Symposium Committee ( ), Middle States Steering Committee ( ). Evaluator of nursing programs with PR Council of Education (2006, 2009, 2011). Special professional development as educator: One year training Title V project, Student learning assessment and continuous improvement of Higher Education Curriculum: Member of curriculum committee, participation in ADN-BSN curricular revision and syllabi revisions, member of the Academic Board program s committee. Instruction: expertise in teaching nursing care of the adult courses and patient safety. Mentor of new full time and part time faculty.

56 51 FACULTY Irma Correa Rosa Rosado AGUADILLA Luz Méndez SCHOLARLY ACTIVITIES Member of the Board of Editors of the Revista Impulso, Journal of P.R. College of Professional Nurses (2010-present). Lecturer: Effective communication according to the model Team STEPPS (TM) (2008) Resource: Nursing care and the CDC dengue branch in San Juan (2010) Evaluation of faculty member in another institution (2011) Certification in Bio Ethics 2011 Instruction: Expertise in teaching nursing care of the adult courses. Mentor of master s students in their teaching practice (2006, 2007). Mentor of new full time and part time faculty. Curriculum: Expertise in curriculum development, implementation and evaluation as director of programs and as faculty member. Active participation in evaluation processes for curricular revisions, accreditation by NLNAC, and Middle States institutional accreditation. Continuous development as educator. Special professional development as educator: One year training Title V project, Student learning assessment and continuous improvement of Higher Education Mentoring: Mentor of new full time and part time faculty. Preceptor of a master s student. Mentoring of students at OPEN Federal project (Outreach Program Excellence in Nursing) Technology: Online course design: NURS 203 & 204 in Blackboard Learning System. Courses offered in hybrid modality since Participation in a one year faculty development in technology Cyber Camp ( ). Curricular development: Participation in three curricular revisions of the program. Curriculum committee member and leader ( ). Leader of the BSN and ADN programs curricular revision for its articulation ( ) Teaching: Development and updating of NURS 203 and 204 courses. Certification in Case Management 2006 Development of tutorials and exam questions of the medical-surgical content for Project OPEN ( ) Special professional development as educator: One year training Title V project, Student learning assessment and continuous improvement of Higher Education ( ). Publications: (2007). Health Promotion: A challenge for the Nursing Curriculum. Impulso. XXXII,3,28-31 (2007). Writing for Publishing: Guide for the professional nurse. Impulso. XXXII, 4, (2007). Nursing: Transforming Lives, touching hearts: Annual Convention PR College of Professional Nurses. Impulso. XXXII, 4, Expertise in teaching courses of nursing care of the adult. Development of a variety of creative teaching strategies incorporating technology. Development and revision of syllabi, evaluation criteria, and course materials. Variety of experiences in academic management and academic activities: director of health programs at a higher education college, president of the

57 52 FACULTY Anna S. Maldonado Marisol Perez (PT Professor) BAYAMÓN Madeline Fonseca Maria Mercado Mary Nelly Soto SCHOLARLY ACTIVITIES Academic Council at that institution, member of Institutional Assessment Committee, student mentoring, development of curricular proposals, among others. Presenter at the meeting of the American College of Cardiology of Puerto Rico Chapter (May 2010) - Congenital Cardiomyopathy: Risk factors Resource: Nursing care and the CDC dengue branch in San Juan (2010) Active participation in professional organizations: Member of the Board of Nurse Educators of the P.R. College of Professional Nurses (2010). Secretary Honor Society Nursing Sigma Theta Tau of Mayagüez, Puerto Rico Publication: Level of Knowledge in Interventions of Health Professionals under the HIPAA Law. Revista Impulso (journal of the P.R. College of Professional Nurses) (March, 2007). Presenter at MMM Healthcare educational activity: Design of an Education Plan (October, 2008). Instruction: expertise in teaching maternal-child nursing BSN and ADN courses and team leader. Certification in Breastfeeding/Lactation Mentoring of students at SENDAS Federal project (Student for Excellence in Nursing: Diversity and Academic Success). Mentoring of students at OPEN Federal project (Outreach Program Excellence in Nursing) and design of maternal-child content questions for board review diagnostic test Mentor of new full time and part time faculty. Publication: The Nursing Professional and education of the mother who decides not to breast feed. Revista Impulso (2006). (journal of the P.R. College of Professional Nurses). Preceptor of master s students on their practice as educators (2008, 2009). Evaluator of nursing programs with PR Council of Education (2008, 2010). Special professional development as educator: One year training Federal project FADE -Faculty and Administrators Dignifying Education- (2007) Expertise in teaching courses of nursing care of the adult. Mentoring of students: Students for Excellence in Nursing: Diversity and Academic Success Clinical expertise in epidemiology and active participation in related activities and organizations: preceptor of nurses specializing in epidemiology; development of blood pathogens protocol, submission of an article about Influenza for publication in P.R. College of Professional Nurses Journal, member of the Association of Epidemiologists of Puerto Rico, Vice-President of the Association , President of the Convention of this association ; speaker as a specialist in epidemiology at the Association of Respiratory Care Convention 2009; resource in teaching a 3 months course on Infection Control offered by the Association of Epidemiologists of Puerto Rico, Medical Sciences Campus, and the University of Valparaiso of Chile. Expertise in teaching courses of nursing care of the adult. Development of a variety of creative teaching strategies: ex. games with music, presentations in Blackboard with movies integrated. During clinical experiences she organizes with students, patient education on diabetes, foot care of the diabetic patient, hypertension, and prevention of falls. Instructional development of

58 53 FACULTY SCHOLARLY ACTIVITIES pharmacology course, and development of module for Blackboard learning system to be available to students (August, 2010). Active participation in curricular revision: member of curriculum committee, revision of syllabi of articulated curriculum of ADN-BSN programs, and of the current programs. Evidence Based Practice An evidence-based practice approach is used in the classroom and in practice as a problem solving strategy for making clinical decisions, based on the best evidence available. In 2002 curricular revision NURS 320: Nursing Research was added to the curriculum, by the faculty, to promote the importance of utilizing research findings as a basis for nursing practice. Faculty believe that students should learn to value the importance of participating in nursing research and to use research findings to base best practice. Faculty encourage students to read research articles from professional nursing journals and to critique research articles. 2.6 The number, utilization, and credentials of non-nurse faculty and staff are sufficient to achieve the program goals and outcome. There are no non-nurse faculty teaching nursing courses in Cupey or at the additional locations. The following table shows the nursing program staff. In addition to non-nurse staff, other institutional staff supports nursing students: Financial Office, Work and Study Program, Registrar Office, Veterans Services, Vocational Rehabilitation Program, Job Placement Office, Disability Services (Quality of Life Office), Family Planning Orientation Services, Academic Counseling Office, Library, Psychological Services Office, Tutoring Services, Learning Resources Center and medical Services. (See standard 3 for details). CV available in reading room.

59 54 Table 2.2: Support Staff Support Staff Cupey Bayamon Aguadilla Administrative Ana Alicea Gladys Rivera Pérez Sylvia Hernández Assistance Lizbeth Quintana Receptionist Cielo Berríos Services Administrative Coordinator Damitza Cruz- (SENDAS) Academic counselor Gabriel Irizarry Patricia Colón Díaz Melba González (Institutional) Coordinator of Student Integrated Services Javier Pérez Marjorie Mojica Gladys Rivera (Institutional) 2.7 Faculty (full and part-time) are oriented and mentored in their areas of responsibilities. There is an institutional and an academic unit orientation program for new faculty. The institutional orientation program requires that all new faculty receive handbooks that outline University policies and procedures. New faculty is also invited to attend the Faculty Workshops held biannually in January and August. A new faculty mentoring iniciative was initiated in 2010 that pairs new faculty members with experienced faculty in their discipline. This program includes an orientation to help new faculty understand the roles and responsibilities of UMET s Nursing Department. An orientation is given prior to the start of the semester. The Director of the department offers basic orientation to new faculty and reviews the nursing department philosophy, conceptual framework, curriculum overview, faculty evaluation process, and responsibilities. New faculty is given copies of the faculty manual, student manual, and information on the services provided by the University. When new faculty are hired, a team leader is assigned to mentor the new faculty member, according to their specialty area. New faculty is invited to faculty meetings which are held prior to the beginning of each semester.

60 Systematic assessment of faculty (full and part-time) performance demonstrates competencies that are consistent with program goals and outcomes. Full time faculty performance is evaluated periodically, according to the regulations and procedures established by the university administrative bodies, and according to the Institutional Faculty Handbook (pp.54 62). Full time faculty are evaluated the second semester of their first year contract; a contract is extended for three additional years if there is a positive evaluation. At the end of those three years, the faculty is evaluated for renewal of the contract every five (5) years. Faculty evaluation includes self assessment and documentation of current scholarship, community service, teaching scholarly activities, and student advising among others. Documentation of evaluation is maintained in the Human Resources Office. Part time faculty performance is assessed by students on a regular basis using an Institutional Evaluation Tool, to determine teaching effectiveness. The goal of evaluation is not only to assess the faculty, but to mentor them as well. The directors review the evaluation results individually and privately with faculty. Most faculty members have received outstanding evaluations from the students, and those whose evaluations were not acceptable were not rehired to teach in the subsequent terms. Faculty are true scholars, recognized by peers as highly professional and demonstrate that their competencies are consistent with program goals and outcomes. 2.9 Non-nurse faculty and staff performance is regularly reviewed in accordance with the policies of the governing organization. There are no non-nurse faculty teaching nursing courses at any locations. Staff performance evaluation is done yearly by their immediate supervisors, in accordance with the policy of the governing organization. Process can be found under Human Resources.

61 56 STANDARD III: STUDENTS Student policies, development, and services support the goals and outcomes of the nursing education unit. Demographic Information of UMET Students. UMET is committed to offering its students a unique university experience, governed by high standards of quality that suit the needs of today's learners. Students are exposed to academic experiences, cultural, social and technological trends that complement their comprehensive training. As a part of the Academic offerings of UMET, the nursing students of Bayamón and Aguadilla have access to all human and physical resources of the main campus in Cupey. The academic offerings of UMET includes Technical Certificates, Associate Degrees, Baccalaureate programs, Doctoral Programs, Early Admission Program, Program AHORA and the Masters program are now offered in accelerated mode courses of 5 to 8 weeks (part of term) that allows the students, to advance their studies Student services such as, orientation, counseling, admissions, financial aid, Registrar, laboratories, library, academic advising, will provide the student academic support and leadership development needed to complete their chosen college degree. The UMET faculty is highly committed to their students. The main campus and the two additional locations are sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of faculty, staff and students. Approximately 96% of UMET nursing students are Hispanic. The majority are Puerto Ricans. Historically, the ethnicity of UMET nursing students has remained

62 57 relatively unchanged. For the last several years UMET has admitted foreign students mostly from the Dominican Republic and from Columbia for the Nursing Program. The majority of our students are: between the ages of years old, white, female, and attending full-time. The UMET nursing students are primarily low income, metropolitan residents, married, have children, and are working part-time. The required high school GPA of new admissions to the University is 2.0 and above. Applicants qualify for admission according to University and Program requirements. 3.1 Student policies of the nursing education unit are congruent with those of the governing organization, publicly accessible, non-discriminatory, and consistently applied; differences are justified by the goals and outcomes of the nursing education unit. Universidad Metropolitana student policies are uniform across all academic programs of the main campus and additional locations, are congruent with the university mission and vision, and are non-discriminatory in relation to sex, race, nationality, social status, and political or religious beliefs (See web page, undergraduate catalog, and BSN Student Manual). All publications concerning student s policies are made available to the students in various departments/areas (Admissions Office, Registrar s Office, Office of Financial Aid, Counselors Offices and bulletin boards located on every floor and in the student centers, closed circuit television located in the student oasis) and are available to the public at all times. Policies can be found in the Undergraduate Catalog and the Student Bylaws Manual (Reglamento de Estudiantes) on the University website (under student life ) Policy Changes are informed through the following:

63 58 Written letters/ notices from the administrative offices Campus and Nursing Department bulletin boards General public media Electronic mail Student and faculty assemblies University Website Universidad Metropolitana and the School of Health Sciences comply with the Americans with Disabilities Act (ADA) and with Law 51 (Integral Educational Services for People with Impediments) to guarantee equality of access to education and services. All syllabi of the BSN program contain this information, and students are advised to notify the professor of the course about their special needs and required reasonable accommodations, and to visit the office of University Services for Students with Impediments, as soon as possible. They are assured that confidentiality will be maintained. All publications concerning students policies are provided to the students and are available to the public at all times. Specific ADN and BSN Program information is available to future students, active students, and to the general public, brochures, BSN Student Handbook and the UMET Undergraduate Catalogue Policies of the ADN and BSN programs are consistent with other undergraduate programs of the University, with some exceptions. Student handbooks of institutional Rules and Regulation can be found at: Students in the ADN and BSN programs are required to have the following: A current health certificate Immunization record for Hepatitis B and Influenza Negative results on criminal background check CPR certification prior to clinical practice Particulate Masks (Mascarilla Particulas) (not required by all hospitals) HIPAA Certification

64 59 Student Complaints UMET has a clearly established and widely published procedure for reporting complaints about violation of rights. When a student presents a complaint to the department director, the director will then arrange a meeting to discuss the complaint. As an example one student asked for a second opinion about his performance and a faculty member was assigned to evaluate the complaint. If the complaint cannot be solved in the department, the director refers the situation to the Vice Chancellor of Students Affairs. A grievance committee then reviews the student complaints and makes recommendations for action, according to the UMET Student appeals policy. Documentation will be available in the offices of the directors at all three locations Student services are commensurate with the needs of students pursuing or completing the Associate and Baccalaureate programs. Student services are provided through various administrative offices at the Bayamón Center, in Aguadilla, and at the main campus in Cupey. The quality and quantity of the services respond to the needs of the nursing students. Since UMET Bayamón has a variety of evening programs and modalities, all support services are available and accessible to students in the evening programs. When students identify the need for additional services, UMET responds to the needs of the students. For example, at Cupey main Campus a new multilevel parking building is under construction to add additional parking space and a student center; at Bayamón additional location new student learning area called Learning Common with computers, was developed to provide students a space to meet and study. At Aguadilla a new building was acquired to

65 60 house administration provide additional classrooms and a spacious activity room. The offices previously used by administration were converted into offices for student services. Universidad Metropolitana has a diversity of student support services administered by qualified staff. All university students have access to these services. Students are informed of the services and their accessibility through brochures, catalogs and the University web-page ( Some of these services available for students are: Learning Resources Center (LRC) All three locations have a Library housing printed materials and including areas for quiet and group study, internet access, nursing databases, reserve class materials, nursing journals, and text books in both print and on line format. Reference librarians are available for assistance. All three campuses also have virtual access to library services from students homes. See standard 5.3 for additional information. Tutoring Services Tutoring services are provided for general education courses, typically Math, English, Spanish and Biology. At UMET there is federal grant funding for tutoring for Biology and some nursing courses. The office of Retention also provides funds for Pharmacology tutoring. This tutoring is offered by nursing students. Online Tutorials for Board Review At present, all nursing students from the federal grant proposal (SENDAS) have access to online review tutorials and practice tests for Puerto Rico Board Exams. The following semester, the fourth-year BSN students and second year ADN students of all three locations will also have access to the tutorials and practice exams.

66 61 Disability Services UMET provides disability services for all students through the Quality of Life Office (Calidad de Vida). The office has one coordinator and several counselors. Students with evidence of any physical or mental disability may request, to receive these services. At the beginning of each course, faculty are confidentially notified, via a personal letter, regarding any student who qualifies for reasonable accommodation. Accommodations for students depend on their specific needs and can include; additional time allowance for taking tests and doing assignments, as well as giving students the option to take tests orally, rather than written. Coordinators from this office monitor and assist students. Fitness Center UMET The Fitness Center is located approximately two miles from the main campus. A trolley is available to transport students to and from the Center. The fitness center is equipped with a full range of exercise equipment for cardiovascular workouts and strength training, lockers, and shower facilities. Any UMET student may use the fitness center free of charge. Trainers offer various physical education classes as well as personal training. Transfer credit evaluation Transfer students are evaluated by the admissions office in coordination with the director of the nursing program. Admissions Office staff evaluate general education courses and Nursing Directors evaluate Nursing courses. Transfer nursing students must meet the same criteria as the rest of UMET students.

67 62 Placement Tests For the benefit of the freshman students, the office of the Associate of Vicechancellor of Retention and Development administers placement tests for Math, Spanish and English. These are required general education courses that are design to place students in one of three different levels. Bookstore Each Semester Faculty of all three locations recommends text books to be adopted for each course. Required text books are revised to update them at least every three years. The Director of the program sends a requisition to the coordinator of the bookstore. Faculty meets often with textbook representatives to evaluate recent publications. Financial Aid, Nursing Scholarship Approximately 95% of UMET nursing students receive Pell grants. Nursing students who qualify for the Federal Pell grant also receive a nursing scholarship granted by HRSA. Students can request financial aid through the UMET web site or financial aid office. Standards of satisfactory progress for financial aid are outlined in accordance with The Higher Educational Amendments of 1980 for all students receiving Title IV student financial aid funding. Additional, sources of financial aid include: work study program, federal and personal loans. Private agencies scholarships for disadvantaged students with GPA above 3.0, through the Office of Scholarships and Internships such as Hospital Auxilio Mutuo, SSS, MCS, and Hermanos Meléndez among others. (Evidence will be available)

68 63 Child Day-Care A Head Start program in main campus offers day and evening-care for children of UMET students, from two to five years old. To receive the benefits students must comply with federal requirements established by the Department of Health and Human Services. 3.3 Student educational and financial records are in compliance with the policies of the governing organization and state and federal guidelines In compliance with federal guidelines and regulations, Universidad Metropolitana and its additional Locations, UMET Aguadilla and UMET Bayamon, is under the Federal Family Educational Rights and Privacy Act (FERPA). FERPA s scope of confidentiality applies to academic records, electronic information, and financial records. The institution has an information bulletin on this law, which is publicly available in the Registrar s Office. Information of FERPA policy is available to students, faculty, administration, and staff in the Office of the Vice Chancellor of Students Affairs. Only authorized personnel have access to student records. Students have the right to inspect and review their educational records and to seek amendments to such records. Students are protected from release of information for inspection and review, unless they waive their rights. Under FERPA, the University keeps two distinct categories of records: Directory Information Records and Limited Access Records. The first category includes information that may be made public. The Vice- Chancellor of Student Affairs Office or a representative will only release this information after the petitioner has demonstrated a legitimate need to have such information. Students who do not want this information released must comply with the Registrar Office s requisite of a written statement to this respect; otherwise, the University may disclose information for legitimate purposes.

69 64 The second category includes the permanent academic record of the student, disciplinary records, financial information, testing data, and all other records or information, which is not under the first category of records. Information from the Limited Access Records will only be released with written permission from the student. The Registrars Office is the designated custodian of the official academic records. The registrar maintains the safety and security of the official academic records in a fireproof safe. 3.4 Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained. UMET complies with the Higher Education Reauthorization Act Title IV eligibility and certification requirements. To obtain the benefit of financial aid students must complete the federal student aid application (FAFSA) online following the instructions provided by the FAFSA website or the UMET website ( and the Financial Aid Students are assisted with this process through the Financial Aid office. The Financial Aid office administers the financial aids programs available for students. Advice and counseling is provided to students in relation to the financial aid services available A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is available. A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is available at the Financial Aid Office. Students are assisted with this process by the Financial Aid Office, which advises students about eligibility, repayment requirements, and options. Advice and counseling is provided to students in relation to the available financial aid services.

70 65 According to Federal regulation (FERPA), the University keeps original financial aid promissory notes repayment schedules in a locked and fireproof vault. The Default rate for the year 2010 was 11.1, below the current national average Students are informed of their ethical responsibilities regarding financial assistance. All students must be interviewed by a loan officer before the loan can be awarded, and the orientation includes the students ethical responsibilities concerning repayment of the loan. 3.5 Integrity and consistency exist for all information intended to inform the public, including the program s accreditation status and NLNAC contact information. Brochures of all nursing programs, on all three campuses, contain information on NLNAC accreditation status, as well as contact information, including the name, address, FAX, and telephone number of the National League for Nursing Accrediting Commission. The ADN and BSN program brochure is clear and consistent. This information is provided to the general public, prospective and current students, employers, and other interested parties via flyers, undergraduate catalogue, and web page at Framed certificates of NLNAC accreditation for ADN, BSN, and MSN Programs are proudly displayed on the walls of the nursing departments. 3.6 Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner. Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner. Changes in policies, procedures, and program information are communicated to students through the catalogue, regular mail, , university web site, and signs displayed in the various Program Offices.

71 Orientation to technology is provided and technological support is available to students, including those receiving instruction using alternative methods of delivery. Orientation to technology is provided by library staff, computer staff, and faculty at UMET main Campus and additional locations. The university provides the students with an account, which permits their access to personal academic records, on-line admission, library access, and access to data bases. Orientation to technology is provided to students through on-line tutorials on writing skills, APA format, how to write papers and essays, annotated bibliographies, net library, and how to access remote electronic resources. The User Instructional Program is an orientation program offered by the Library that provides workshops on the use of available resources and technologies for information retrieval. The program has modified its offerings due to the increased availability of resources in electronic format. From the academic years, this service was incorporated into the course content First Year Induction Seminar (FYIS) in all Umet s additional locations. In just one year, 31 activities were offered with an attendance of 417 students. Through virtual reference and the co-browser mode, the Online Reference Librarian offers individual instruction in the development of information skills. As an open service, this platform impacts students from all academic programs at UMET and its additional locations. It provides the academic community the information required and the skills to search through that online interaction (co-browser). ( Computers are available on campus, in the library, computer labs, and faculty offices. The majority of the physical facilities on the Main Campus and in Aguadilla and Bayamón have integrated technology. Technological support is available to students and

72 67 faculty, whereby they can call help-desk, for computer specialists to help them solve problems with technology. STANDARD 4 CURRICULUM The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments. Introduction The UMET Nursing Department offers Associate and Baccalaureate degree nursing programs on the main campus in Cupey and in two additional locations in Aguadilla and Bayamón Puerto Rico. The curriculum is the same for all of the three locations. The curriculum is organized according to four learning outcomes and competencies and incorporates professional standards and guidelines. Curricular and instructional practices, and practice learning environments foster achievement of learning outcomes as explained further in this standard. Table 4.1 illustrates the amount of credits and the length of both programs and the type of license granted by Puerto Rico Nursing Board.

73 68 Table 4.1: ADN and BSN General Program Components Elements ADN BSN 32 credits 54 credits (51credits GE 3 credits EC) General Education(GE) and Elective Courses (EC) Nursing Education 38 credits 71 credits Total Credits 70 credits 125 credits Length of program 2yrs + 1summer 4 yrs P.R. License Associate Nurse Generalist Nurse (Baccalaureate) 4.1 The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning and program outcomes. The nursing curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning and program outcomes for both programs. Table 4.2 shows the professional standards and guidelines used to develop the curricula.

74 69 Table 4.2 Professional Standards and Guidelines used to Develop Curricula Professional Standards/ Guidelines National League for Nursing Accrediting Commission Association of Women s Health, Obstetric, and Neonatal Nurses Standards and Guidelines American Nurses Association/Society of Pediatric Nurses Standards of Care and Professional Performance PR College of Professional Nurses Practice Standards American Nurses Association (2010) Practice Standards American Association of Colleges of Nursing Values American Psychiatric Nurses Association (2007) Association of Community Health Nurse Educators (2000) AACN Essentials of Baccalaureate Nursing Education ADN Curriculum ADN Curriculum BSN Curriculum BSN Curriculum NURS 251 NURS 301 NURS 208 NURS 404 NURS 101, 104, 107, 203, 204, 251 NURS 104, 107, 203, 204, NURS 107 NURS 305 NURS 105, 230, 301, 305, 310, 311, 320, 405, 410 NURS 105, 230, 231, 232, 310, 320, 405, 410, 421 NURS 105 NURS 405 NURS 310, 320 PR College of Professional Nurses Code of Ethics NURS 107, 203, 204, 208, 251 NURS 105, 230, 301, 305, 310, 311, 404, 405, 410, 421 Safety Guidelines All courses All courses Joint Commission AH NURS 204 NURS 105, 230, 310, 410, 421 Universal Precautions All clinical courses All clinical courses Patient s rights All clinical courses All clinical courses Healthy People 2010, 2020 All courses All courses Medicare guidelines- Prevention 203,204 NURS 310,311,412 of ulcers HIPAA (Health insurance All courses All courses Portability and Accountability) American Disability Act (ADA) All courses All courses Electronic documentation NURS 203,204 NURS 230,310,315,311 Nursing Practice Act Law #9 All courses All courses American Heart Association Guidelines NURS 204 NURS 311

75 70 Program Outcomes UMET Nursing Faculty selected four program outcomes; these outcomes are evaluated, using various methods, to measure the actual achievement of the outcomes (see standard 6). The curricula: courses, strategies, evaluation methodologies, learning outcomes, services, and facilities, support the achievement of these outcomes. Table 4.3 shows the ADN and BSN program outcomes. These program outcomes have guided the program to achieve its mission. Table 4.3 Program Outcomes for ADN and BSN Programs Program Outcome Program Completion Rate Program Satisfaction Rate Board of Nursing pass rate for firsttime candidates Job placement rate Expected Program Outcome Fifty percent (50%) of ADN and BSN students will successfully complete the respected programs of study within the expected time-frame. >85 % of graduates are satisfied with the programs. >85 % employers are satisfied with the graduates from the ADN and BSN programs Graduates of the ADN and BSN programs are prepared with entry-level knowledge to fulfill the requirements of the Licensure Exam to practice safe, quality nursing care. The licensure exam pass rates will be at or above the national mean (Puerto Rico). Graduates of the ADN and BSN programs have opportunities to successfully obtain employment as registered nurses. Eighty percent (80%) of graduates will have employment in nursing within the first year after graduation. Learning Outcomes: UMET nursing faculty identified four learning outcomes for each program (See Table 4.4). The ADN and BSN learning outcomes and competencies were selected by the faculty to reflect the organizing framework concepts and sub-concepts. The outcomes reflect the professional nursing roles of provider of care, manager of care, member of a profession, and the competencies of students as users of the nursing process.

76 71 Provider of Care The role of provider of care expects that the nurse will provide direct nursing care to the individual, the family, and the community, directed toward the totality of their physiological, psychological, sociocultural, developmental, and spiritual variables, throughout the illness-wellness continuum. This role requires skills in safe, effective, and culturally sensitive nursing care; effective use of community health resources; critical thinking in problem solving; use of research findings in nursing practice; and effective use of technology. Manager of Care The role of manager of care expects that the nurse will have the ability to coordinate, prioritize, plan, organize, direct, and implement nursing care, in order to obtain the expected client outcomes. In this role the nurse manages time, and uses human, fiscal, and material resources in a cost effective manner. The role requires coordination, planning, and organization skills, and the ability to be an effective collaborative leader in problem solving, decision making, and delegation of aspects of care. Member of the Nursing Profession The outcome; member of the profession of nursing, refers to the performance of the nurse as a practitioner who follows the legal-ethical professional standards, which govern nursing practice. The member within the profession is committed to, and responsible for, the maintenance and development of professional competencies, and functions as a change- agent within the discipline.

77 72 An effective member within the profession requires the following: (1) Ability to incorporate legal-ethical and professional standards into practice, (2) assumes the lifetime responsibility for professional development, (3) participates in professional organizations as client advocates, and (4) supports changes in health care policy that promotes the professional advancement of Nursing and reduces health-care disparities. User of the Nursing Process This outcome expects that the nurse will have the ability to use the nursing process to guide all nursing care. UMET Nursing faculty selected the six (6) step model of the Nursing Process, as revised in the Standards of Clinical Nursing Practice by the American Nurses Association (ANA, 1991). ANA identifies outcomes as the third step of the nursing process. The nursing process is defined as a systematic method of problem solving, through which nursing offers individual care. The steps of the Nursing Process are: (1) Assessment, (2) Nursing diagnosis, (3) Outcome identification, (4) Planning, (5) Implementation and (6) Evaluation. The student learning outcomes of the ADN and BSN programs are illustrated in table 4.4 Table 4.4 ADN and BSN Student Learning Outcomes ADN STUDENT LEARNING OUTCOMES OUTCOME #1: Provider of nursing care to client system in structured health care settings consistent with the scope of practice as stated in the Puerto Rico Nursing Practice Law. OUTCOME #2: Manager of care to individual clients and families who prioritize, plan, and implement holistic nursing care under the guidance and support of the registered nurse. BSN STUDENT LEARNING OUTCOMES OUTCOME #1: Provider of nursing care to individuals, families, and communities in structured and non-structured health care settings. OUTCOME # 2 Coordinator and manager of individuals, families, and communities nursing care who use coordination, managerial, and delegation principles, and collaborative leadership in the work setting.

78 73 ADN STUDENT LEARNING OUTCOMES OUTCOME #3: Practices within the ethical, legal and professional values and standards of nursing practice, is committed to lifelong learning, and participates in professional nursing organizations and systems. OUTCOME #4: User of the nursing process within the context of B. Neuman System Model as framework to plan, implement and evaluate individualized standard care plans for clients and families consistent with institutional policies. BSN STUDENT LEARNING OUTCOMES OUTCOME # 3 Practices within ethical, legal and professional values and standards of practice, is committed to lifelong learning, and participates in the profession. OUTCOME # 4 User of the Nursing Process within of B. Neuman System model to develop, implement and evaluate the nursing care plan for individuals, families, and communities with common and complex health care problems. ADN and BSN Competencies: The Provider of Care outcome has eight core competencies pertaining to: (1) Safe and effective provision of care; (2) Cultural competence; (3) Clear and effective communication; (4) Use of technology; (5) Use of community health resources; (6) Health promotion; (7) Critical thinking; and (8) The use of research findings. Although, some of these competencies, such as critical thinking, for example, are essential in other nursing roles, faculty decided to initiate them as competencies through the provider of care role, and emphasize their importance in the roles of manager of care, and member of a profession. The Nola Pender Health Promotion sub-concept was integrated into the Provider of Care outcome as a competency; specifically the teaching skill applicable to this dimension of practice. For the Manager of Care outcome, three core competencies were identified for the ADN and four for the BSN, related to the skills of coordination and management

79 74 needed to: establish priorities, to collaborate with a disciplinary health team, and leadership and delegation skills, according to a designated level of practice. As members of the profession ADN and BSN graduates are expected to practice within the ethical, legal and professional values and standards of nursing practice; to be committed to lifelong learning; and to actively participate in professional nursing organizations. This expected learning outcome prepares the student to be an accountable and committed professional. Three competencies were identified (1) practice based on ethical, legal, and professional values and standards; (2) responsibility for ongoing lifelong development; (3) participation in professional organizations and in the advancement of the profession. The user of the nursing process outcome expects that the nurse will have the ability to use the nursing process to guide all nursing care. This outcome encompasses six core competencies. Faculty believe that professional nursing practice involves a systematic process of Assessment, Diagnosis, Outcomes identification, Planning, Intervention, and Evaluation, with emphasis on an effective and clear documentation of various aspects of nursing and health care. Betty Neuman s Model sub-concepts of basic structure variables, stressors and primary, secondary and tertiary prevention were integrated into the assessment and intervention steps of the nursing process outcome. These sub-concepts were found by faculty to be consistent and more applicable to the required skills and competencies of the nursing process. These competencies have guided the teaching learning process to achieve the learning outcomes. Tables 4.5 and 4.6 illustrate ADN and BSN competencies for each outcome.

80 75 Table 4.5 ADN Competencies by Learning Outcome ADN STUDENT LEARNING OUTCOMES OUTCOME #1: Provider of nursing care to client system in structured health care settings consistent with the scope of practice as stated in the Puerto Rico Nursing Practice Law. OUTCOME #2: Manager of care to individual clients and families who prioritize, plan, and implement holistic nursing care under the guidance and support of the registered nurse. OUTCOME #3: Practices within the ethical, legal and professional values and standards of nursing practice, is committed to lifelong learning, and participates in professional nursing organizations and systems. ADN COMPETENCIES 1.1 Performs nursing care consistent with scientific process for clients and families with welldefined nursing diagnoses in structured health care settings. 1.2 Incorporates cultural variations, differences in beliefs, values and health practices in providing care to clients and families in structured health care settings. 1.3 Employs communication strategies with members of the health care team in caring for clients and families. 1.4 Manage information technology within structured health care settings. 1.5 Selects appropriate community health care resources to attain clients identified care outcomes. 1.6 Provides health promotion to clients and families using standard teaching plans consistent with learning principles. 1.7 Employs critical thinking, rational inquiry and a reflexive attitude for a safe practice based on evidence. 1.8 Uses research findings in the provision of safe, evidence-based nursing practice. 2.1 Prioritizes plans and implements the delivery of standard nursing care using resources effectively and efficiently in a timely manner. 2.2 Collaborates with health care personnel within structured settings to assure clients optimal wellness. 2.3 Demonstrates leadership as a member of the health care team. 2.4 Delegates aspects of care to other personnel consistent with their level of education and expertise. 3.1 Practices in a manner consistent with ethical, legal and professional values and standards of nursing practice. 3.2 Recognizes the need for the on-going development and maintenance of professional competence through formal and informal learning activities. 3.3 Participates in professional nursing

81 76 ADN STUDENT LEARNING OUTCOMES OUTCOME #4: User of the nursing process within the context of B. Neuman System Model as framework to plan, implement and evaluate individualized standard care plans for clients and families consistent with institutional policies. ADN COMPETENCIES organizations and systems as advocate and supporter for changes that promote the nursing profession and health care decisions. 4.1 Collects health care data from an established assessment format that reflects B. Neuman System model client s variables physiological, socio cultural, developmental, spiritual, environmental stressors, and health promotion behavior. 4.2 Organizes health assessment data with nursing diagnoses from an established list consistent with identified problems or health care needs. 4.3 Establishes goals and outcomes with the client consistent with identified problems and nursing diagnoses using standard care plans. 4.4 Develops and implements an individualized nursing plan of care for clients with well-defined nursing diagnoses that enclose health promotion and prevention levels therapeutic nursing interventions for a specific period of time. 4.5 Determines the attainment of goals and outcomes using established criteria and standards, and revises plan of care as needed with the assistance of the faculty. 4.6 Documents client behaviors and responses to nursing intervention clearly, concisely and accurately in narrative and others format as required by institutional policies and with faculty assistance. Table 4.6 BSN Competencies by Learning Outcome BSN STUDENT LEARNING OUTCOMES OUTCOME #1: Provider of nursing care to individuals, families, and communities in structured and non-structured health care settings. BSN COMPETENCIES 1.1 Identifies steps of the nursing process in caring for individuals in structured and unstructured health care settings. 1.2 Deliver culturally competent care to individual clients, families, with sensitivity and respect to cultural variations and diversity. 1.3 Communicates effectively with individual clients, families and health care providers. 1.4 Manages information technology to facilitate communication in structured and unstructured

82 77 BSN STUDENT LEARNING OUTCOMES OUTCOME #2 Coordinator and manager of individuals, families, and communities nursing care who use coordination, managerial, and delegation principles, and collaborative leadership in the work setting. OUTCOME # 3 Practices within ethical, legal and professional values and standards of practice, is committed to lifelong learning, and participates in the profession. OUTCOME # 4 User of the Nursing Process within of B. BSN COMPETENCIES health care settings. 1.5 Uses health care resources to maintain continuity of care and health care potential for individuals, families, and community groups. 1.6 Integrates Pender Health promotion model into practice to assess health promotion behaviors of individual clients, families and communities, and to implement related health promotion strategies. 1.7 Demonstrates critical thinking, rational inquiry skills, and a reflexive attitude in clinical practice based on evidence and best practice standards. 1.8 Implements evidence-based information in the provision of safe quality care. 2.1 Coordinates and manages the delivery of nursing care for individual clients, families and communities using coordination, managerial, and delegation principles within scope of practice, and through collaborative leadership. 2.2 Collaborates in a variety of settings to deliver health care and attain clients optimal wellness. 2.3 Exhibits a collaborative leadership* style when assuming the role of leader in teamwork and in shared decision-making to meet goals in the work setting. 2.4 Delegates aspects of care to peers and licensed practical nurses consistent with their level of education and expertise in order to meet client s needs. 3.1 Incorporates values, professional standards, statutory rules and regulations, and ethical principles pertinent to nursing into individual nursing practice. 3.2 Assumes responsibility for professional development of knowledge and skills through independent and lifelong learning activities/education. 3.3 Participates in professional nursing organizations and systems as advocators, collaborators and defenders of changes that promote the nursing profession and health care decisions. 4.1 Assesses client s health status using a standard assessment format that reflects B. Neuman, Health

83 78 BSN STUDENT LEARNING OUTCOMES Neuman System model to develop, implement and evaluate the nursing care plan for individuals, families, and communities with common and complex health care problems. BSN COMPETENCIES Care System Model client s basic structure variables and stress factors affecting the system s stability. 4.2 Organizes and analyzes health assessment data to select nursing diagnoses from an established list and develop nursing diagnoses for identified complex health care needs of clients. 4.3 Establishes goals and outcomes with the clients that are consistent with nursing diagnoses and plan of care. 4.4 Develops and implements a comprehensive plan of care, from admission to post-discharge, that encloses therapeutic nursing interventions directed to health promotion and the preventive levels of care for clients with well-defined nursing diagnoses or those with complex care situations. 4.2 The curriculum is developed by the faculty and regularly reviewed for rigor and currency. All courses and programs of study are reviewed periodically by the Nursing Curriculum Committee and faculty, according to changes in institutional guidelines, trends that arise in the profession, changes in the health system, and accreditation requirements of NLNAC or Middle States. Rigor and currency of the curriculum is evaluated using the results of licensure examination, alumni and employer surveys, graduation rates, and end of course evaluations of students and faculty. Once the review of the courses or program of study is completed, the changes are incorporated by the faculty. Every academic year the faculty makes changes in courses according to findings of evaluations. The current ADN and BSN Programs were approved by the Administrative Council in November 25, Syllabi have been updated as needed. For example, objectives were revised to classify them into cognitive, psychomotor, and affective

84 79 domains objectives; objectives for information literacy were also included. Another example is the inclusion of safety, evidence-based practice, and nutrition concepts into the curriculum. Changes in the Puerto Rico Board of Nursing guidelines for exams (2005) were also considered and included in course syllabi. Table 4.7 presents examples of current curriculum actions taken by faculty. Table 4.7 Curricular Changes/Revisions/Updates Examples Type of action Addition of a general education course Syllabi updates Description According to a new Institutional General Education Policy in 2009, a First Year Introduction Seminar (FYIS 101) was approved, to introduce students to university life. As a result two courses were moved in the sequence. Revision to include content as specified by Puerto Rico Board of Nursing Content Guidelines for Board Exam. Integration of cultural diversity and evidence-based practice concepts in the courses. Revision to include objectives by cognitive, psychomotor, and affective domains, and other requirements according to institutional requirement Revision to include objectives of information literacy according to institutional requirement. Documentation & date Administrative order June 9, 2010 minute (motion and rationale) February 25, 2011 Faculty meeting minute August 28, 2008 Faculty minute April 13, 2010; December 7, 2010 January 13, 2011 Faculty meeting minute 2007 May 31, August, 27; 2008 August 28, September 25, November 9, November 20; 2010 April 13, September 3, December 7; 2011 Feb. 1, Feb. 22, Aug. 8. January 13, 2011; February 1 & 22, 2011 Curriculum Committee Meetings

85 80 Type of action Description Documentation & date Nutrition content September 3, 2010 Faculty meeting minutes Curricular revision to articulate ADN & BSN programs* Motion to change admission requirement Revision of learning outcomes Beginning of revision. Development of proposal for the first draft Faculty approves motion to submit the proposal to the dean after corrections made Curriculum Committee revises proposal according to Dean s recommendations Submission of proposal to Programs Committee of the institutional Academic Board, Re-submission of proposal according to recommendations of the Program s Committee Re-submission of proposal with syllabi revised according to new institutional guidelines, approved on June 2011 for syllabus development, to the Program s Committee. Motion to increase the academic gradepoint- average for admission to nursing programs from 2.0 to 2.3 was approved by faculty and submitted to the Academic Board. Request was approved by the Academic Board and submitted to the administrative board. Request was NOT approved by the Administrative Council Current learning outcomes were reviewed, wording was revised. A fifth learning outcome was added. Although critical thinking and communication skills were integrated in the provider of care outcome, it was decided to write a separate outcome because the institution assessment of learning outcomes is focused on these skills. The new learning outcome is: Apply critical thinking and effective communication skills in the delivery of March 3, 2006 to December, 2008 January 29, 2009 Motion and memo, June 2010 May 2011 Motion and Memo October 2011 Motion and Memo May 25, 2010 Motion Administrative Council Minute, November 17, 2010 June 2 & 3, 2011 Faculty meetings

86 81 Type of action Description nursing care to the client system in different structured and non-structured scenarios. Documentation & date The nursing Program has a large number of nursing students applying to the baccalaureate degree. In addition, over 50 % of our Associate Degree Nursing graduates continue their studies to complete the Baccalaureate in the Science of Nursing degree. Because of these findings, nursing faculty decided to revise the curriculum to articulate the programs in order to facilitate students career ladder education (ADN to BSN). This curriculum revision has been under way since the academic year. The new proposed articulated curriculum was submitted to the Vice-Chancellor for Academic Affairs Office in June The proposal was evaluated by the Academic Programs Committee of the Academic Board. The Committee gave recommendations to the Nursing department in February The Curriculum Committee and several faculty members of the Nursing program worked on a revision considering the recommendations of the Committee. Faculty approved the amendments to the proposal and the revised document was re-submitted on May 6, 2011 for the consideration of the Academic Programs Committee of the Academic Board. On October 21, 2011 the revised syllabi were re-submitted, according to the new institutional guidelines. At the time that this Self-Study was written, the revision had not been approved by the Academic Board of the Institution. Upon approval by the governing boards of UMET it will be submitted as a substantive change to the NLNAC for approval before its

87 82 implementation. Information on the proposed revised curriculum will be available in the reading room. 4.3 The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress. The student learning outcomes are used to organize the curriculum: The nursing faculty selected an eclectic organizational framework to organize the curricula of both ADN and BSN programs (See appendix G: Curriculum Organizing Framework). The organizing framework consists of four major concepts: Client System, Environment, Health, and Nursing. The framework reflects the integration of concepts and sub-concepts from Betty Neuman s System Model pertaining to person as a clientsystem with basic structure variables in continuous interaction, and to environment, which is viewed through its relationship with stressors affecting the client-system stability. The major nursing concept includes the sub-concepts of nursing process and the professional roles and competencies. These sub-concepts provide the foundation for the development of learning outcomes and competencies throughout the curriculum. Three outcomes reflect the professional nursing roles of provider of care, manager of care, and member of a profession. A fourth outcome was developed to measure the competencies of students as users of the nursing process. Competencies and level of competencies were identified for each outcome of each program and used to organize the curriculum (See tables 4.8. & 4.9).

88 83 ADN Program Organization The ADN program is organized in two levels to be completed in two academic years and a summer. Learning outcomes and competencies are included in the levels in a progressive manner. Level I. First year The student is initiated in the general education, sciences and nursing courses. At this level, the student is introduced to the roles and competencies of the associate nurse in harmony with the legal scope of practice. The major concepts and sub concepts of the conceptual framework are discussed. The student is exposed to the development of critical thinking, communication and basic nursing for the intervention with the systemclient variables in wellness and illness. The clinical learning experiences are given in a variety of health structured scenarios with emphasis on the promotion of health and the prevention of illness. Level II. Second year This level integrates knowledge, critical thinking skills, and basic nursing skills, for the application of therapeutic interventions with the client system through the different developmental stages, with emphasis on their basic structure variables. The clinical learning experiences are given in a variety of structure health scenarios. Emphasis is on health promotion, levels of prevention, and in the performance of the students in their roles and competencies as an associate nurses. Learning Outcomes and Competencies by Curriculum Levels are shown in table 4.8.

89 84 Table 4.8 ADN Learning Outcomes and Competencies by Curriculum Levels OUTCOME #1: Provider of nursing care in structured health care settings consistent with scope of practice as stated in the Puerto Rico Nursing Practice Law. COMPETENCY #1.1 LEVEL #1 LEVEL #2 Performs nursing care consistent with scientific process for clients and families with well-defined nursing diagnoses in structured health care settings. Provides nursing care to two or more clients with well-defined nursing diagnoses concurrently with faculty guidance. Provides nursing care for a group of clients with complex nursing diagnoses consistent with scientific principles and institutional policies. COMPETENCY #1.2 LEVEL #1 LEVEL #2 Incorporates cultural variations, differences in beliefs, values and health practices in providing care to clients and families in structured settings. Demonstrates sensitivity, respect, &non-judgmental behavior in providing care to culturally diverse clients and families in structured settings. Integrates cultural beliefs, values and health practices in providing care to clients and families with faculty guidance. COMPETENCY # 1.3 LEVEL #1 LEVEL #2 Employs communication strategies with members of the health care team in caring for clients and families. Initiates basic skills of communication with members of the health care team in protecting the basic structure variables Adapts communication skills with members of the health care team in protecting the basic structure variables of client system. of client system. COMPETENCY # 1.4 LEVEL #1 LEVEL #2 Manages information Accesses client data using technology within information systems structured health care technology with faculty settings. assistance. Demonstrates skills in retrieving and documenting data using information systems technology. COMPETENCY #1.5 LEVEL #1 LEVEL #2 Selects appropriate community health care resources to attain clients identified care outcomes. Recognizes the client s need for community health care resources in to achieve identified outcomes for clients and Integrates knowledge of community health care resources into client and families care outcomes. families COMPETENCY #1.6 LEVEL #1 LEVEL #2 Provides health promotion Applies teaching plans in to clients and families the care of clients that using standard teaching provide basic explanations plans consistent with of health promotion learning principles behaviors. Implements health promotion standard teaching plans to maximize client s healthy behaviors. COMPETENCY #1.7 LEVEL #1 LEVEL #2 Employs critical thinking, Explains rationale Demonstrates critical

90 85 rational inquiry and a reflexive attitude for a safe practice based on evidence. underlying decisionmaking &selected course of action in clinical situations, with faculty input and feedback thinking rational inquiry, reflexive attitude and safe practice standards based in evidence in clinical practice COMPETENCY # 1.8 LEVEL #1 LEVEL #2 Uses research findings in the provision of safe, evidence-based nursing practice. Participates in the identification of issues & data collection for research purposes relying on information to support Integrates data to optimize safe client s care based on findings collected from research. his/her practice. OUTCOME #2: Manager of individual clients and families care who prioritizes, plans and implements holistic nursing care under the guidance and support of the generalist nurse COMPETENCY #2.1 LEVEL#1 LEVEL #2 Prioritizes plans and implements the delivery of standard nursing care using resources effectively and efficiently in a timely manner. Prioritizes plans and implements the delivery of care for one client that includes resources in a timely manner with faculty assistance. Prioritizes plans and implements the delivery of nursing care for more than one client with faculty or preceptor support and guidance with faculty guidance in a timely manner. COMPETENCY #2.2 LEVEL #1 LEVEL #2 Collaborates with health care personnel within structured settings to assure clients optimal Demonstrates acceptance of collaboration with peers and health care personnel to optimize Collaborates with one or more health care team members (s) independently. wellness. COMPETENCY #2.3 client s LEVEL care. #1 LEVEL #2 Demonstrates leadership Participates as a team as a member of the health member with the care team. assistance of a generalist Contributes as team leader with support and guidance of a generalist nurse. nurse COMPETENCY #2.4 LEVEL #1 LEVEL #2 Delegates aspects of care Applies principles of to other personnel delegation with peers in consistent with their level meeting the health care of education and needs for a group of expertise. clients. Incorporates principles of delegation into a plan of care for a group of clients OUTCOME #3: Practices within the ethical, legal, professional values and standards of nursing practice, is committed to lifelong learning, and participates in professional nursing organizations and systems COMPETENCY #3.1 LEVEL #1 LEVEL #2 Practices in a manner consistent with ethical, legal and professional Applies ethical, legal, professional values and standards governing Practices in manner that reflects ethical, legal, professional values and

91 86 values and standards of nursing practice. nursing practice to actual practice situations in the delivery of care. standards of nursing practice. COMPETENCY #3.2 LEVEL #1 LEVEL #2 Recognizes the need for the on-going development and maintenance of professional competence through formal and informal learning activities. Engages in formal learning assignments to expand knowledge, and develop skills with faculty or preceptor assistance and guidance. Assumes responsibility for the development of knowledge and skills through independent use of learning resources. COMPETENCY # 3.3 LEVEL #1 LEVEL #2 Participates in professional nursing organizations and systems as advocate and supporter for changes that promote the nursing profession and health care decisions. Examines the historical roots of the nursing profession to identify the influence that nurses had in nursing organizations, and health care related decisions and issues. Develops roles as advocate and change agent by participating as an observer in professional organizations or discussing nursing and/or health issues. OUTCOME #4: User of the nursing process within the context of B. Neuman System Model as framework to plan, implement and evaluate individualized standard care plans for clients and families consistent with institutional policies. COMPETENCY #4.1 LEVEL #1 LEVEL #2 Collects health care data from an established format that reflects B. Neuman System model client s variables physiological, sociocultural, developmental, spiritual, environmental stressors, and health promotion behavior. Gathers health assessment data that reflects a holistic perspective using an established assessment format reflecting B. Neuman System model client s variables and the stress factors affecting the system stability with faculty assistance Demonstrates skill in health assessment of clients using an established assessment format that reflects B. Neuman System model client s variables and the stress factors affecting the system stability COMPETENCY #4.2 LEVEL #1 LEVEL #2 Organizes health assessment data with nursing diagnoses from an established list consistent with identified problems or health care needs. Selects, from an established list, appropriate nursing diagnoses consistent with identified problems of health care needs of clients. Applies appropriate nursing diagnoses for identified client s problems or health care needs from an established list with accuracy and dexterity. COMPETENCY #4.3 LEVEL #1 LEVEL #2 Establishes goals and outcomes with the client consistent with identified problems and nursing diagnoses using standard Establishes outcomes for individual clients with well- defined nursing diagnoses consistent with identified problems, & Establishes outcomes for individual clients of all ages and families with welldefined nursing diagnoses consistent with identified

92 87 care plans. with faculty assistance problems, and with more self direction COMPETENCY #4.4 LEVEL #1 LEVEL #2 Develops and implements individualized nursing care plans for clients with well-defined nursing diagnoses including health promotion & prevention levels therapeutic nursing interventions. Develops an individualized nursing plan of care for clients of all ages with well-defined nursing diagnoses Implements individualized nursing care plan for all ages and families with welldefined nursing diagnoses COMPETENCY #4.5 LEVEL #1 LEVEL #2 Determines the attainment of goals and outcomes using established criteria and standards, and revises care plan as needed with faculty assistance Develops skill in determining client s goals and outcomes, and revision of care plan with faculty assistance. Evaluates client s responses to nursing interventions in achieving goals and outcomes and modification of the care plan with faculty assistance. COMPETENCY #4.6 LEVEL #1 LEVEL #2 Documents client behaviors and responses to nursing intervention clearly, concisely and accurately in narrative and other format as required by institutional policies with faculty assistance. Reports and documents client s behavior and responses to nursing interventions using narrative and others format as required by institutional policies and with faculty assistance. BSN Program Organization Documents client s behavior and responses to nursing interventions clearly, concisely and accurately in narrative and other format as required by institutional policies and with faculty assistance. The BSN curriculum is organized into four levels, consisting of eight academic semesters. Knowledge, skills and competencies development is organized progressing from simple to complex. Level I: First year This level focuses on acquisition of basic knowledge from general education and science courses, and on the first professional nursing course. The major concepts of the organizing framework are introduced in this level as well as nursing history and health

93 88 care systems. Concepts of critical thinking, communication skills, and ethical legal and professional standards, are introduced at this level. Level II: Second year This level focuses on the application of the knowledge and skills learned in current and previous courses. Basic nursing intervention for individuals with minimal health care needs is introduced in a variety of health care facilities and community sites.. Students develop competencies in client assessment and interpretation of data. Level III: Third year This level focuses on the further development of student s knowledge and skills through participation in the care of clients with common health care needs. Primary, secondary and tertiary levels of prevention are emphasized at this level. The use of research findings is incorporated into clinical practice. Management and coordinating skills are further reinforced at this level. Level IV: Fourth year This level focuses on the integration of knowledge, skills, values, and attitudes acquired and developed through the curricular progression. Students assume professional roles as providers of care, health educators, leader/managers, coordinators of care, and member of the profession, in primary, secondary, and tertiary health care settings. Students are encouraged to utilized research findings in their clinical practice. The following table 4.9 describes BSN learning outcomes and competencies by curriculum levels.

94 89 Table 4.9 BSN Learning Outcomes and Competencies by Curriculum Levels OUTCOME #1: Provider of nursing care to individuals, families and community in structured and unstructured health care settings. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 COMPETENCY #1.1 Identifies steps of the nursing process in caring for individuals in structured and unstructured health care settings. COMPETENCY #1.2 Deliver culturally competent care to individual,clients, families, with sensitivity and respect to cultural variations and diversity COMPETENCY # 1.3 Communicates effectively with individual clients, families and health care providers. COMPETENCY # 1.4 Recognizes the Nursing process as a fundamental tool for nursing interventions. Initiates nursing care for individual clients based on the nursing process under the supervision and guidance of the instructor or preceptor. Provides nursing care based on the nursing process to clients with well-defined nursing diagnoses and in structured and unstructured health care settings. Provides nursing care to clients, with well defined nursing diagnoses and in complex care situations, in structured and unstructured health care settings. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Demonstrates knowledge of cultural variations and diversity in beliefs, values and practices affecting health and health care in culturally diverse populations. Examines cultural variations related to values, beliefs and practices in self and in clients assigned for nursing care. Cares for culturally diverse individual clients and families with sensitivity and respect. Incorporates cultural knowledge, respect and sensitivity in caring for individual clients, families and community groups who are culturally different. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Recognizes components of the communication model in verbal and nonverbal communication Demonstrates oral, written and interpersonal communication skills. Applies therapeutic communication skills during care for individual clients and families. Selects verbal and non-verbal communication skill in caring for individual clients, families and community. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Manages Demonstrates Accesses Inputs Applies skill in

95 90 information technology to facilitate communication in structured & unstructured care settings. COMPETENCY #1.5 Uses health care resources to maintain continuity of care and health care potential for individuals, families, and community groups. COMPETENCY #1.6 Integrates Pender Health promotion model to assess health promotion behaviors of individual clients, and implement related health promotion strategies. COMPETENCY #1.7 Demonstrates critical thinking, rational inquiry skills, and a reflexive attitude in skill in use of computers for information and communication computerbased individual client health care data, with faculty assistance. individual client data through computer programs in structured and unstructured settings. the use of information systems in structured and unstructured health care settings. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Examines a community resource that offers continuity of care, and health care potential. Investigates resources provided by a health care agency in the community. Referral of individual clients to community agencies based on resources available to maintain continuity of care, with assistance of instructor or preceptor. Referrals for individual clients and families to community agencies for continuity of care and to maximize health care potential with increasing selfdirection. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Demonstrates knowledge of Nola Pender Health Promotion Model related to health promotion behaviors and wellness potential of self and others. Recognizes individual client s health behaviors and self-readiness to learn health promotion behaviors consistent with learning styles. Uses standard teaching plans to promote health behavior, and illness prevention based on Pender s Health Promotion Model to individual clients and families. Implements teaching learning strategies to promote health and prevent illness in individuals, families and communities. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Recognizes the importance of critical thinking in problem solving and decision Solves simple hypothetical situations based on evidence and best practice standards using Validates problem solving and care decisions related to the nursing care based on Implements problem solving and decisionmaking in clinical practice using the steps inherent to

96 91 clinical practice based on evidence and best practice standards. making in professional practice based on evidence and best practice standards in clinical practice. logical organization, validation of information, analysis of assumptions underlying the processing of information, and the analysis of conclusions. evidence and best practice standards of individuals and families with instructor or preceptor guidance. critical thinking based on evidence and best practice standards with increasing self-direction. COMPETENCY # 1.8 Implements evidence-based information in the provision of safe quality care. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Discusses research findings in contemporary evidence-based nursing practice. Initiates steps of the research process related to hypothetical health care problems using evidence for safe practice with faculty guidance. Critiques nursing research studies from professional literature for evidence based practice. Selects nursingevidence based information in the provision of safe care of individual clients and families in clinical practice. OUTCOME # 2 Coordinator and manager of individuals, families, and communities nursing care who uses coordination, managerial, and delegation principles, and collaborative leadership in the work setting. COMPETENCY #2.1 Coordinate and manage delivery of nursing care to clients, using coordination, managerial, and delegation skills within scope of practice through collaborative leadership. LEVEL #1 LEVEL #2 Understands the need to use time and human, material and fiscal resources in a cost effective and efficient manner Participates in hypothetical and real situations using the principles of prioritizing, organizing, planning and that promote the development of managerial skill. LEVEL #3 Applies coordinator and managerial skills from previous courses in the care of assigned clients with faculty guidance. LEVEL #4 Incorporates coordinator and managerial skills into clients care independently using time and human, material and fiscal resources in a cost-effective and efficient manner.

97 92 COMPETENCY #2.2 Collaborates in a variety of settings to deliver health care and attain clients optimal wellness. COMPETENCY #2.3(Leadership) Exhibit collaborative leadership* style assuming the role of leader in teamwork and in shared decisionmaking to meet work-setting goals COMPETENCY #2.4 Delegate aspects of care to peers and LPN s consistent with their level of education and expertise in order to meet client s needs. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Recognizes the meaning and value of collaboration within the variety of health care settings Uses principles of collaboration in simple practice situations with faculty input and feedback. Collaborates with specific health team members involved in the care of assigned individuals and families. Collaborates with other health care personnel in a variety of settings to deliver health care. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Demonstrate awareness of the importance of leadership skills in the work setting Initiate a collaborative leadership style when assuming the role of leader in team work assignments with peers in formal practice exercises. Uses a collaborative leadership style when participating in teamwork as a leader in the practice health care setting. Exhibits a collaborative leadership style when assuming the role of leader in teamwork and in shared decisionmaking to meet goals in the work setting. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Differentiates between knowledge and skills pertaining to the various levels of nursing personnel. Recognizes delegation principles used correctly in hypothetical work situation exercises where delegation is the focus. Applies delegation principles in real work situations with peers, with faculty or preceptor assistance. Uses delegation principles with other health care nursing personnel to meet clients health care needs during leadership experiences. OUTCOME # 3 Practices within ethical, legal and professional values and standards of practice, is committed to lifelong learning, and participates in the profession. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 COMPETENCY #3.1 Incorporate professional standards, rules, regulations, & ethical values Examine the professional standards ethical values and, rules & regulations as Use, at a novice level, ethical legal, values and professional standards of Exhibit ethical, legal values and professional behavior consistent with knowledge and Practice within an ethical, legal, professional standards and values framework

98 93 & principles into individual nursing practice. critical elements pertinent to nursing practice the nursing practice. skills gained in previous courses. during the performance of roles. COMPETEN LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 CY #3.2 Assume responsibility for the professional development of knowledge and skills through independent and lifelong learning education. Participate willingly in independent learning activities directed towards the development of knowledge and skills. Initiates the development of basic skills and knowledge base as provider of care with guided assistance, practice and self-evaluation. Evidence the use of a variety of resources to increase skills and knowledge base of previous and current courses. COMPETEN LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 CY # 3.3 Participate in Demonstrate Examine the Participate as an professional awareness of role of member observer in the nursing the nursing of the College of organizations role in shaping profession in Nursing as advocates, the profession the context of Professionals collaborators and health care advocate, and shares and defenders through defender and experience with of change that policies and collaborator peers. promote the decisionmaking. within a nursing historical profession and perspective. health care decisions. OUTCOME # 4 User of the Nursing Process within of B. Neuman System model to develop, implement and evaluate the nursing care plan for individuals, families, and communities with common and complex health care problems. COMPETENCY #4.1 Assesse client s health status using a standard assessment format that reflects B. Neuman, Assume responsibility for further development of professional competence through independent and lifelong learning Analyze the effectiveness of professional nurses involvement as advocate, defender and collaborator in current health care and nursing profession issues. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Familiarize self with B Neuman, Health Care System model, and the assessment concept of the Initiate with faculty help the development of assessment skill of clientsystem health status consistent with Expands the development of skill in the assessment of individuals and families health status, consistent with Demonstrates skill in collecting health care data of clientsystems wellness status consistent with

99 94 Health Care System Model client s basic structure variables and stress factors affecting the system s stability. COMPETENCY #4.2 Organize and analyzes health assessment data to select nursing diagnoses from an established list and develop nursing diagnoses for identified client complex health care needs COMPETENCY #4.3 Establishes goals and outcomes with the clients that are consistent with nursing diagnoses and plan of care. nursing process B. Neuman, Health Care System Model variables and stress factors affecting the system s stability. B. Neuman, Health Care Model System variables and stress factors affecting the system s stability. B. Neuman, Health Care System Model variables and stress factors affecting the system s stability. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Familiarize self with the nursing diagnosis concept of the nursing process. Initiate developing skill in organizing and analyzing data base to identify actual or possible health care problems/need s and selecting nursing diagnoses Expands the development of skills in identifying health care problems or needs from the data base and in selecting nursing diagnosis consistent with identified problems Demonstrate skill in selecting nursing diagnosis for clients identified health care problems or needs with more self direction LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Differentiates between health care goals and outcomes within the context of the nursing process. Initiates developing skill in formulating goals and outcomes for clients with identified health promotion needs with faculty assistance. Expands the development of skill in formulating goals and outcomes by integrating knowledge and skills from previous courses to new health care situations with faculty input and feedback. Establishes goals and outcomes with consistent with nursing diagnoses and plan of care, with more selfdirection.

100 95 COMPETENCY #4.4 Develop and implement a comprehensive care plan from admission to post-discharge, that includes therapeutic nursing interventions directed to health promotion and the preventive levels of care for clients with well-defined nursing diagnoses or those with complex care situations. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Discusses the nursing plan and implementatio n of nursing therapeutic interventions within the context of health promotion and the levels of prevention. Develops and implements with faculty assistance a plan care that provides therapeutic nursing interventions for individual clients and families with identified health promotion needs Develops and implements a plan of care with therapeutic nursing interventions directed to health promotion, and to primary and secondary prevention levels, for clients with well-defined nursing diagnoses. Develops and implements a comprehensive plan of care which includes therapeutic nursing interventions, in health promotion and in primary, secondary and tertiary levels of prevention, for clients with well-defined or complex nursing diagnoses situations. *Collaborative leadership= individuals closest to the problem helps to find solution to it. Student learning outcomes are used to guide delivery of instruction, direct learning activities, and evaluate student progress. Instruction, learning activities, and evaluation strategies selected to assure the achievement of learning outcomes have been effective for both programs. Examples are presented in table 4.10 on the following page.

101 96 Table 4.10 Examples of Learning Activities and Evaluation Methods ADN and BSN Programs by Learning Outcomes ADN Program OUTCOME #1: Provider of nursing care to client system in structured health care settings consistent with scope of practice as stated in the Puerto Rico Nursing Practice Law 9. Level Course Learning Activities Evaluation Methods I II NURS104: Fundamentals of Nursing in Health Promotion Nursing students are introduced to knowledge on the health promotion of clients system through their developmental stages as presented by Nola Pender, nursing theories with emphasis in promotion and education, health system and primary, secondary, and tertiary levels of prevention among others, in preparation for their role as providers of care. NURS107: Nursing Process Applied to the Client-system with Psychosocial Alterations It emphasizes alterations on the basic needs of the individuals and the responses to stressful situations. NURS 208: The Nursing Process Applied to Children and Adolescents In this course students are prepared with the knowledge and skills to be providers of care of the child from infancy through adolescence. Assignments, study guides, class discussion, questions and answers, among others. Lectures, group discussion, study guides, process recording, case study, oral presentations, clinical practice. Lectures, demonstration of pediatric nursing care through CD ROMs, YouTube videos, search and study of research articles Exams, assignments and study guides, teaching plan, and oral presentations Evaluation of clinical performance with established criteria, process recordings, diary recordings of clinical experiences, case study, and assignment on medications. Exams, assignments, Clinical performance evaluation, Teaching plan, research article OUTCOME #2: Manager of care for individuals, clients, and families who prioritizes plans and implements holistic nursing care under the guidance and support of the generalist nurse. Level Course Learning Activities Evaluation Methods I NURS107: Nursing Process Applied to the Client-system with Psychosocial Alterations Students are provided opportunities to practice collaboration skills, team work, and delegation principles. Lectures, group discussion, study guides, process recording, case study, oral presentations, clinical practice. Exam questions. Evaluation of clinical performance with established criteria. II NURS 208 The Nursing Process Applied to Children and Adolescents. Students develop collaboration skills with the assigned nurse in the provision of care to children. They learn to establish priorities when writing and implementing a nursing care plan. Class discussions, exercises to establish priorities of nursing diagnoses, clinical assignments in teamwork with a nurse. Exams, assignments, Clinical performance evaluation.

102 97 OUTCOME # 3 Practices within the ethical, legal and professional values and standards of nursing practice, is committed to lifelong learning, and participates in professional nursing organizations and systems Level Course Learning Activities Evaluation Methods I II NURS 104: Fundamentals of Nursing in Health Promotion In order to apply ethical, legal, professional values and standards governing nursing practice, to actual practice situations in the delivery of care, legal and ethical content and professional values/standards are discussed. NURS107: Nursing Process Applied to the Client-system with Psychosocial Alterations Application of standards of practice of the psychiatric nurse and ethical-legal principles. NURS 208 The Nursing Process Applied to Children and Adolescents A practice based in ethical, legal, and professional values and standards. Laws, ethic principles, and standards regarding pediatric care are studied (Law 177 for wellness and protection of children, Law 338, Pediatric Patient Rights, HIPAA Law, and American Nurses Association/Society of Pediatric Nurses Standards of Care. The advocacy role of nursing towards children rights, services, and Class discussion, internet search for Law 9, search of informed consent forms from hospitals, participation in debates of ethical- legal issues, analysis of a song and a movie to identify values and violations to patients rights, decision making exercises with hypothetical situations, discussion of code of ethics, critical reasoning according to given ethical situations, etc. Lectures, study guides, analysis of situations, clinical practice. Group discussions, and lectures Exam questions, paper of movie analysis, classroom questions. Exam questions. Evaluation of clinical performance with established criteria. Exam questions, clinical performance evaluation health issues is encouraged. OUTCOME #4: User of the nursing process within the context of B. Neuman System Model as framework to plan, implement and evaluate individualized standard care plans for clients and families consistent with institutional policies. Level Course Learning Activities Evaluation Methods I NURS 104 Fundamentals of Nursing in Health Promotion Nursing process and health promotion is emphasized. Development, implementation and evaluation of plans to promote health are an objective in this course. Application of the nursing process to situations related to client system and its culture. Class discussion, internet searches, simulated situations for application, questions and answers, are some learning activities Exam questions, teaching plan are examples of evaluation methods.

103 98 Level Course Learning Activities Evaluation Methods NURS107: Nursing Process Applied to the Client-system with Psychosocial Alterations Student will be able to apply the principles and elements of the nursing process as an essential to identify emotional problems which affect the well being of the individual. Lectures, study guides, analysis of situations, analysis of assigned movies, presentation of journal articles. Clinical practice Exam questions. Evaluation of clinical performance with established criteria, case study, process recording, oral presentation. II NURS 208 Nursing Process Applied to Children and Adolescents In this course student apply the nursing process to the care of children and adolescents. A guide is provided with instructions. Students learn to perform an assessment of the child and the adolescent. Students also develop care plans. Students are assigned to a nurse role model to participate in the nursing care of children and adolescents. Case study of a child or adolescent in which application of all steps of nursing process has to be documented. BSN Program OUTCOME #1: Provider of nursing care to individuals, families and community in structured and non-structured health care settings. Level Course Learning Activities Evaluation Methods I II NURS 105: Introduction to the Nursing Professional Role This course introduces the student to the nursing profession and to the nursing roles of provider of care, manager of care, and member of the profession. NURS 230: Nursing Process (Fundamentals) In this course students are introduced to the basic concepts of the provider of care. Students are prepared with the knowledge and nursing skills for application in situations of primary health care. Unit 4 is dedicated to provider of care in physiological responses. As providers of care students practice therapeutic communication, critical thinking and decision-making skills, client education, and interpersonal relationships. Reflection on what nursing means for each student (written assignment & group discussion), analysis of scope of practice through interviews with nurses of different levels of practice. Oral presentation. Students are assigned Nursing theories to prepare an oral presentation for class. Nursing theories of the conceptual framework are discussed. Discussion of different simulated clinical cases, role playing, oral presentations, application of the nursing process with a hypothetical situation, internet search of class content with guided questions. Demonstrations with videos and anatomical models, video & role playing on interview skills, guide for doing an interview, how to develop a teaching plan, documentation of interviews, etc. Assignments of patients in the clinical area for bed bath and skin assessment, vital signs, patient interview, patient education, change of position, body mechanics, etc. This content is evaluated in course exams Exams, assignments, and rubrics. The interview process, the teaching activity, the clinical performance, and the performance in required procedures are evaluated with rubrics.

104 99 Level Course Learning Activities Evaluation Methods III NURS 301: Nursing Care of the Childbearing Family during the Reproductive Cycle. Students provides nursing care to the pregnant woman, the woman in labor, post-partum, the new-born, and family based on the nursing process in hospital labor, delivery, and post partum rooms and nurseries. Discussions on the process of developing a nursing care plan. Search of research articles related to nursing care of the mother and newborn is required. Lectures, videos of fetal development, labor and delivery process, demonstrations, simulations. Exams, assignments, Clinical performance evaluation form teaching plan (see criteria), research article (see criteria). (see clinical evaluation form in reading room), IV NURS 405: Nursing in Community Health This course prepares the student to provide nursing care to family and community as clients. NURS 410: Nursing Leadership and Management In this course students analyze bioethics, the importance of teamwork in health care, health promotion and health care management; assertive, verbal and non-verbal communication, management of cultural diversity in caring for clients. NURS 420: Practicum (Integrated Clinical Nursing Practice) Students have the opportunity to practice the competencies of provider of care using knowledge and skills acquired in previous courses. lectures on family & community structures & characteristics, and on family & community assessment & nursing care; they are also assigned articles and textbook readings on vital and general statistical and epidemiological concepts; they engage in cooperative learning with class discussion and application to assess the health status of theoretical and actual families and community groups. Lecture on effective, assertive, verbal and non-verbal communication; case study, group dynamics; participation in class discussion, instrument to evaluate group dynamics. Student is assigned to care for two or more clients with common health problems. Case study presentation oral and written. Practice in the use of computers medical orders, medication administration & accessing client information such as laboratories, samples. Students offer patient education to promote client health. Exposition to real problem solving and decision making situations, Quality Exercise represent high risk in patient care (quality project). Analysis of one (1) research Class discussion, partial exams and clinical performance rubric. Lecture & readings on Healthy People and the educational role; class discussion &elaboration of teaching plan for community at risk; evaluation clinical performance &teaching activity rubric, written tests, seminars, study guides, family and community intervention reports, clinical evaluations with rubrics. Group dynamics, assignments, oral presentation, written presentation, final exam questions Clinical performance evaluation. Evaluation of oral and written presentations; Evaluation of interpersonal communication, portfolio. (monitoring of quality indicator); identify two clinical problems that study report related to evidence-based practice and its applicability in the clinical setting.

105 100 OUTCOME # 2 Coordinator and manager of individuals, families, and communities nursing care who uses coordination, managerial, and delegation principles, and collaborative leadership in the work setting. Leve Course Learning Activities Evaluation Methods l I II III IV NURS 105: Introduction to the Nursing Professional Role The student is introduced to the manager of care role. Collaboration skills are emphasized. Competencies of the different levels of nursing practice are discussed. NURS 230: Nursing Process (Fundamentals) Students are introduced to the role of coordinator, manager/leader of care of individual clients. NURS 301: Nursing Care of the Childbearing Family during the Reproductive Cycle Students participate in the coordination and management of care of the mother and newborn in collaboration with nursing staff. NURS 405: Nursing in Community Health Coordination, managerial, delegation, and collaborative leadership skills are developed through activities organized to implement the nursing care plan for families and community. NURS 410: Nursing Leadership and Management Provides students with knowledge of leadership styles, and management in nursing. Time management, nursing administration, interpersonal relationships, stress management and conflict, change & motivation, delegation, the effect of regulatory health care agencies NURS 420: Practicum (Integrated Clinical Nursing Practice) This course emphasizes the development of the managed care skills of the professional nurse. The course also provides the opportunity to work in a teamwork environment with the assigned nurse manager Lectures, class discussions, study guides to interview nurses at different levels of practice, Using written clinical simulations, guided questions, and group discussions students are provided the basic knowledge and learning opportunities to coordinate and manage patient care Lectures, class discussion, exercises, demonstrations, role playing, clinical assignments, pre and post conferences, etc (see clinical evaluation form in reading room). Lectures and assigned readings on, and clinical practice experiences with, the diverse health delivery agencies missions, objectives, purposes, and health care financing. Class discussion and oral and written seminar on health care Lectures, class discussions, selected readings & group dynamics, case discussions & 1-min. reflection, oral & written presentation are learning opportunities offered to students Independently organize resources and formulate a prioritized care plan to save time and costs for clients. Practice the leadership role. Discuss real situation of client care with health team. Design a delegation plan of functions as team leader. Examine law that regulates nursing practice Exams, assignments, Clinical performance evaluation Exams, assignments, Clinical performance evaluation Participation in discussions, seminar criteria and clinical performance rubric. Act as leader with the support of the professor, evaluated by the clinical performance rubric Group dynamics, assignments, oral & written presentation, final exam questions Evaluation of clinical performance, Portfolio, evaluation of team leader.

106 101 OUTCOME # 3 Practices within ethical, legal and professional values and standards of practice, is committed to lifelong learning, and participates in the profession. Level Course Learning Activities Evaluation Methods I Exams, assignments NURS 105: Introduction to the Nursing Professional Role Ethics, codes of ethics of P.R. College of Professional Nurses (CPEPR) and ANA, and nursing values are discussed. Standards of practice and Law 9 (regulates practice in P.R.) are studied. Lectures, class discussion, small and large group discussions of code of ethics of CPEPR; and study guide, written work, and class discussion to examine all about the P.R. College of Professional Nurses, participation in activities such as Nursing Students Association and in the initiation as students of nursing. II NURS 230: Nursing Process (Fundamentals) Legal aspects of the documentation process and confidentiality are discussed ( HIPAA, Health insurance Portability and Accountability). Readings, case discussion of code of ethics, critical reasoning exercise according to given ethical situations Exams, assignments, Clinical performance evaluation. III NURS 301: Nursing Care of the Childbearing Family during the Reproductive Cycle A practice based in ethical, legal, and professional values and standards is fostered. Laws related to mother and newborn are studied (Law 169, Law 79, Law 311, HIPAA, etc.). Codes of ethics (P.R. College of Professional Nurses Code of Ethics), and ethical issues related are discussed (abortion, contraceptives, conception issues, rights of the mother and fetus, use of fetal tissue for research, resuscitation issues, and balance between modern technology and quality of life, etc.) Standards of nursing practice are discussed (Standards of Professional Performance of the Association of Women s Health, Obstetric, and Neo-natal Nurses, P.R. College of Professional Nurses Standards of Practice, etc.). The advocacy role of nursing towards mother and newborn clients rights, services, and health issues is encouraged. Group discussions, lectures Exam questions, Clinical performance evaluation (section on management of information, item 2, HIPAA; member of a profession, item 4

107 102 Level Course Learning Activities Evaluation Methods NURS 315: Ethical-legal Aspects in Nursing This course focuses mainly in the legal and ethical aspects of practice as a member of the nursing profession. It offers nursing students the opportunity to acquire knowledge and comprehension of relevant legal aspects in health care and the impact into the nursing practice. It considers theories and ethical principles of nursing, social justice, ethical dilemmas, Nursing Code of Ethics and the Standards of Nursing Practice. Also emphasizes regulations, and, negligence and malpractice. The student has the opportunity to discuss ethical and legal aspects of the nursing practice in a variety of scenarios, ethics issues with clients in terminal stage, living wills, euthanasia, and assisted suicide among other legal issues. Case analysis, case studies, cooperative learning, class discussion, discussion of patient s rights, review of hospital clinical records and forms for incident reports, analysis of movies are some of the learning activities. Group work, oral & written presentations, exams. IV NURS 410: Nursing Leadership and Management This course contributes to prepare students to practice within ethical, legal and professional values and standards of practice, and participate in the profession. Readings, case studies in bioethics, beginning of life, death, and quality of life applied to health care; active participation in discussion and reflections are learning activities utilized. Analysis of Healthy People and role of nursing and nursing organizations, application to health promotion & maintenance and prevention of disease locally are approached through active participation in class discussions, and reflections. Group dynamics, assignments, oral presentation, written presentation, final exam questions. NURS 405: Nursing in Community Health Nursing professional accountability, ethical-legal values and professional standards, including the role of family and community health advocacy are discussed. Lectures on class discussion; application to actual family and community situations; search of general and specific data about community of concern. Written paper, partial exams and clinical performance evaluation with rubric. NURS 420: Practicum (Integrated Clinical Nursing Practice) Student has the opportunity to practice as a member of the profession. Practice based on the professional ethical and legal principles, and practice standards: Clinical practice; client assignment; group discussion. Self assessment of identified learning needs. Clinical performance evaluation. Feedback from the generalist nurse portfolio

108 103 OUTCOME # 4 User of the Nursing Process within B. Neuman System model to develop, implement and evaluate the nursing care plan for individuals, families, and communities with common and complex health care problems. Level Course Learning Activities Evaluation Methods I II III IV NURS 105: Introduction to the Nursing Professional Role Students are introduced to the nursing process, to recognize its importance as an essential tool in nursing practice. Standards of practice of the P.R. College of Professional Nurses related to the nursing process are also discussed. NURS 230: Nursing Process (Fundamentals) Student use nursing process to organize and plan therapeutic nursing interventions with healthy clientsystems and those with minimal basic structure variable alterations. Initiation into the use of the nursing process to provide nursing care to individual clients. The major emphasis is in the assessment of client s health. NURS 301: Nursing Care of the Childbearing Family during the Reproductive Cycle In this course students apply the nursing process to the care of the mother, and the newborn. NURS 405: Nursing in Community Health Nursing process in therapeutic interventions with the family and the community, nursing role is examined. Students Apply the nursing process in clinical experience with assigned family and community clients. NURS 420: Practicum (Integrated Clinical Nursing Practice) Students develop and implement comprehensive care plans including therapeutic nursing interventions, in health promotion & in primary, secondary and tertiary levels of prevention, for clients with well-defined or complex nursing diagnoses situations. Hypothetical situations are given to students to apply the nursing process Group discussion according to guide for the analysis of written clinical situation to identify steps of the process in the care of individual, data clarification of given situations, basic nursing skills are practiced with peers. Students develop care plans for the post partum woman, and newborn. Students are assigned to a nurse role model to participate in the nursing care of the woman in all steps of the process of labor, and in the care of the newborn. (See rubric to evaluate case study in reading room). Actual family and community assessments and care plans with specific nursing processbased instruments; written assessment & clinical performance rubric. Lecture on primary, secondary and tertiary levels of prevention; class discussion, study guide and application to care plans Apply the nursing process in the care of multiple clients. Prepare nursing care plans including nursing diagnoses, expected outcomes, primary, secondary and tertiary prevention nursing interventions, document the nursing care for each client system. Exam questions about the nursing process Evaluation of the application of the nursing process with rubric is performed Application of the nursing process a final case study of mother or newborn is required in which application of all steps of nursing process has to be documented Partial exams, clinical performance rubric Evaluation of the nursing process and care plans; evidence of documentation in portfolio; clinical performance evaluation; portfolio

109 The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives. Diverse strategies are used throughout the ADN and BSN curriculum to develop cultural, ethnic, and socially diverse concepts. Students have the opportunity to acquire and apply this knowledge, examine, and analyze cultural values, and demonstrate awareness of cultural sensitivity. Students are exposed to diverse populations in various settings, allowing them to acquire rich experiences relating to the cultural, ethnic, and social dimensions of the population of the region. Students develop an increasing sensitivity to the society in which we live. Puerto Rico is composed of rich cultural heritages. National and global perspectives are also addressed through reflective and comparative analysis of population characteristics. Tables 4.11 and 4.12 illustrate how this content is incorporated in the curriculum. Table 4.11 Examples of Cultural, Ethnic, and Socially Diverse Concepts and Learning Strategies in the ADN Program ADN Level 1 Courses Level 2 Courses NURS 101 Competency: Utilize a strategy for value clarification of cultural diversity of patients. Unit 1. Legal and ethical considerations a. values to be considered in cultural diversity Strategy: Cultural values exercise, group discussion NURS 104 Fundamentals of Health Promotion Competency: Identify cultural aspects in the provision of care. Unit III. Provision of nursing care steps of growth and development. A. Variables sociocultural, developmental, spiritual. B. Cultural aspects of care. Strategy: Nursing process applied to client system of different cultures. Cultural, ethnic, and social concepts NURS 204 Competency: Categorize subjective and objective data according to functional health pattern and culture. Unit I Nursing process applied to adult client with health problems of the physiological variable of sensory and chemical regulation, cultural and ethnic considerations Strategy: lecture, assignment, group work NURS 251. Competency: Discuss cultural implications for nursing care of mother, newborn, and family. Unit II. Cultural differences and their implications for nursing care of mother, newborn, and family. Strategy: students bring information from care in different cultures in stages of pregnancy, birth, postpartum and newborn period. That information is discussed in the classroom.

110 105 Table 4.12 Examples of Cultural, Ethnic, and Socially Diverse Concepts and Learning Strategies in the BSN Program BSN Level 1 Courses and Examples Cultural, ethnic, and social concepts NURS 105 Unit III Cultural Diversity concepts are discussed. Strategies: Analysis of clinical situations and application of concepts. Students are assigned different cultures accompanied by a study guide. A panel for the discussion of the assignment is performed. Believes and practices of different cultures are compared and contrasted. Level 2 Courses and Examples NURS 230 Unit I Cultural beliefs that affect client s education. Assessment of cultural preferences Cultural beliefs of ethnic groups Clinical Practice Strategies: Students are exposed to intervene with clients of other cultures) Comparison of physical characteristics among cultures. Case analysis. Panel of persons of different cultures answer questions made by the professor. Level 3 Courses and Examples NURS 301 Unit II Pregnant woman, family, community and culture. Sociocultural differences and its implications in nursing care of pregnant woman, newborn, and family. Strategies: students bring information from care in different cultures in stages of pregnancy, birth, postpartum and newborn period. That information as discussed in the classroom. In clinical area students are exposed to intervene with clients of different cultures. NURS 310 Unit II Basic principles of nursing practice. Strategies: Clinical Activities: students intervene with clients of different cultures. Level 4 Courses and Examples NURS 405 Unit II. Development and evolution of community health. Strategy: Study guide about cultural considerations. Clinical activities to expose students to clients of other cultures. NURS 412 Unit II Nursing process applied to cultural diverse adult Strategy: Students intervene with clients of diverse cultures. NURS 420 Unit II, D.6: Integration of knowledge to practice of provider of care outcome (Cultural component) Strategy: Students intervene with clients of different cultures. Case presentations and discussion.

111 Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes. UMET Nursing Faculty uses several tools to evaluate student learning. These tools are applied consistently to measure acquired knowledge and the capacity for reasoning, as well as the ability to synthesize information and apply knowledge. Evaluation methodologies allow faculty to measure the achievement of theoretical and clinical course objectives, mastery of established competencies, and achievement of learning outcomes of the ADN and BSN Programs. Evaluation of the clinical competencies is considered essential. Faculty evaluates student achievement of clinical objectives and competencies, psychomotor and affective skills, capacity to apply knowledge, critical thinking, and leadership skills. Knowledge, skills and competencies acquisition for the achievement of the learning outcomes is measured with a variety of evaluation methodologies in ADN and BSN programs. Knowledge of theoretical content related to the provider of care learning outcome is measured with evaluation strategies such as: exam questions, quizzes, assignments, dosage calculation exercises, study guides, oral presentations, and special projects, among others. Application of knowledge into practice is measured with strategies such as: observation of clinical performance in diverse situations, in different settings, with different clients, as providers of care, as managers of care, and as members of the profession; development and implementation of teaching plans, patient education, performance of laboratory skills, performance of clinical procedures, process recordings, analysis and written or oral presentations of research articles, participation in group

112 107 dynamics, group work, case studies, nursing care plans with clients of all ages, and family and community clients, portfolios, interview skills, and leadership skills among others. In addition, according to an Institutional assessment policy, faculty do assessment of student learning. Assessment of student learning is primarily a programmatic activity at UMET. This activity is widely conducted on a continual basis within all the academic Schools. Since 2003 UMET s learning assessment project has grown considerably. Assessment of student learning is a goal in the Strategic Institutional Plan ( ). Formative as well as summative assessment activities for nursing courses are in place. Faculty members have designed and implemented numerous assessment initiatives to assess student learning outcomes and improve learning strategies. UMET addresses three criteria of learning in its institutional learning assessment model: application of concepts/content analysis; critical thinking and writing skills, consistent with the institutional mission: provide its students the necessary resources to help them develop critical thinking, intellectual curiosity, linguistic and technological skills, as well as personal and professional skills. In the ADN and BSN nursing programs, communication and critical thinking are competencies of the provider of care learning outcomes. The Student Learning Assessment Policy guides the implementation of the institutional learning assessment model. Each School at UMET main campus and additional locations must submit an annual assessment report with evidence related to the assessment of student learning outcomes.

113 108 Students learning assessment data is collected with different instruments that have been designed by faculty of each specialty course and have been modified throughout the years. All schools use the same instrument to report data: 1. Learning Assessment of the Course Report: provides quantitative and qualitative information of students learning regarding academic strengths and weaknesses, teaching and assessment strategies, and recommendations for improvement. 2. Learning Assessment of the Program Report: provides quantitative and qualitative information of student s academic strengths and weaknesses, and actions taken for improvement at the program level. 3. Learning Assessment of the School Report: provides quantitative and qualitative information of academic strengths and weaknesses, and actions taken for improvement at School level The results are reported according to the following scale: 3.5-4: Masters (exceeds the expected level of achievement) : Satisfactory; (demonstrate minimum required expected level of achievement), : Deficient (performance under minimum required level of achievement), no evidence of performance. Assessment results of the nursing students demonstrate that they are achieving the expected outcomes per course and level of the curriculum in all three areas. Details of the reports are available in the reading room at each location. Program outcomes are also evaluated through different methods, details in Standard six.

114 The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and technological advances. Nursing curricula and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and technological advances. Educational Theory Principles of cognitive, humanistic, constructivism, multiple intelligences, and adult learning theories and models are incorporated in the teaching learning process. In a dynamic teaching-learning process, active learning is fostered through a variety of activities in theoretical and clinical courses. Instructional and evaluation practices focus on students expected learning outcomes and competencies. Presentations by faculty and students, questioning, discussions, demonstrations, videos, internet search, use of simulations, case studies, case analysis, diverse written and oral assignments and projects, practice of procedures, among others, are learning opportunities provided for active learning. Students progress is assessed regularly in order to determine the level of achievement of skills and competencies. Competencies and skills that need reinforcement are emphasized by faculty. In addition, tutoring strategies are implemented to help students achieve expected learning outcomes and development of skills and competencies: tutoring in laboratory skills, tutoring of peers, SENDAS and Learning Zone (Programs in Cupey Campus), and Title V Program at Aguadilla. In harmony with educational theory and current practices, the course sequence of the ADN and BSN Programs progress from basic knowledge and skills to the more

115 110 complex. Objectives are classified according to Bloom s Taxonomy of Cognitive Domain (cognitive, affective, and psychomotor) and are developed according to the level within each domain. The order of general education, sciences and nursing courses permits the progressive development of knowledge and abilities. All of the ADN and BSN didactic/clinical course syllabi include the following: objectives/outcomes, course content, and course learning experiences, instructional methods, and evaluation methodologies. UMET s Nursing Faculty recognizes the importance of life-long learning, as stated in the mission, and believes in keeping up to date on current teaching-learning educational strategies, learning processes, and use of technology in teaching, and evidence- based practice standards. Interdisciplinary Collaboration Interdisciplinary collaboration is reflected in the curriculum in the manager of care learning outcome and competencies of ADN and BSN programs. Instructional processes foster and provide the learning activities to develop the necessary skills and attitudes for interdisciplinary collaboration. UMET Nursing ADN and BSN programs provide ample opportunities for students to work in partnership with and collaborate with other members of the health-care team in the clinical areas. Team work and collaborative, interdisciplinary care is promoted in courses of both the ADN and BSN programs. The nursing faculty and students participate in service and educational activities offered to the community and professionals of other disciplines, including activities such as: prevention clinics, education, and vaccination among others. In their clinical experiences they also

116 111 participate in diverse activities as part of an interdisciplinary team in different health care settings. Collaboration skills with health care personnel and peers, and appropriate attitudes are expected to be developed to assure clients optimal wellness. Students are expected to be prepared to participate as team members demonstrating leadership skills with the support and guidance of a generalist nurse. Examples of instructional processes geared to develop interdisciplinary collaboration include: group work in theory classes, team work in clinical practice, and participation in health clinics. The following table shows examples of interdisciplinary collaboration competencies by level in the ADN Program. Table 4.13 Interdisciplinary Collaboration Competencies by Level in the ADN Program COMPETENCY #2.2 LEVEL #1 LEVEL #2 Collaborates with health care personnel within structured settings to assure client optimal wellness. Demonstrates acceptance of collaboration with peers and health care personnel to optimize client s care. Collaborates with one or more health care team members (s) independently. COMPETENCY #2.3 LEVEL #1 LEVEL #2 Demonstrates leadership as a member of the health care team. Participates as a team member with the generalist nurse assistance of a generalist nurse. Contributes as team leader with support and guidance of a generalist nurse. Competencies and level competencies of the manager of care learning outcome reflect the expected performance of students for interdisciplinary collaboration. In order to participate effectively in health care teams, students have to recognize the value of collaboration; learn to use principles of collaboration, have learning opportunities of working with nursing and other health professionals in team work in structured and unstructured health care settings. BSN students are expected to demonstrate awareness of the importance of leadership skills, and to develop, use and exhibit a collaborative leadership style.

117 112 Examples of instructional processes geared to develop interdisciplinary collaboration in the BSN program are: group work in theoretical classes and in the clinical practice students participate in team work with nurses and other professionals. They also participate in health clinics and in community projects. For example, in course NURS 405 (community course) students coordinate services for families and communities with diverse health care & related agencies and make referrals according to needs identified. Students also work in group projects. The following table shows interdisciplinary collaboration competencies by level in the BSN Program. BSN Program Table 4.14 BSN Interdisciplinary Collaboration Competencies by Level COMPETENCY #2.2 Collaborates in a variety of settings to deliver health care and attain clients optimal wellness. COMPETENCY #2.3 (Leadership) Exhibits a collaborative leadership* style when assuming the role of leader in teamwork and in shared decision-making to meet goals in the work setting. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Recognizes the meaning and value of collaboration within the variety of health care settings. Uses principles of collaboration in simple practice situations with faculty input and feedback. Collaborates with specific health team members involved in the care of assigned individuals and families. Collaborates with other health care personnel in a variety of settings to deliver health care. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Demonstrate awareness of the importance of leadership skills in the work setting Initiates developing a collaborative leadership style when assuming the role of leader in team work assignments with peers in formal practice exercises. Uses a collaborative leadership style when participating in teamwork as a leader in the practice health care setting. Exhibits a collaborative leadership style when assuming the role of leader in teamwork and in shared decision-making to meet goals in the work setting.

118 113 Research and Best Practice Standards UMET Faculty is aware that the use of research results and best practice standards promote quality care and safe care. Students are introduced to EBP in the first nursing courses of both programs, and are encouraged to think critically, acquire and use reliable and relevant resources, and make the best decisions regarding nursing interventions. The following table shows examples of competencies to be developed in the ADN program. ADN program provider of care learning outcome competencies, 1.7 and 1.8 reflect the evidence based and research expected performance of students as shown in table Table 4.15 ADN Program Competencies Related to Research and EBP ADN COMPETENCY #1.7 Employs critical thinking, rational inquiry and a reflexive attitude for a safe practice based on evidence. ADN COMPETENCY # 1.8 Uses research findings in the provision of safe, evidence-based nursing practice. LEVEL #1 LEVEL #2 Explains rationale underlying decision- making and selected course of action in clinical situations, with faculty input and feedback. LEVEL #1 LEVEL #2 Participates in the identification of issues and collection of data for research to purposes relying on information to support his/her practice. Demonstrates critical thinking rational inquiry, reflexive attitude and safe practice standards based in evidence in clinical practice. Integrates data to optimize safe client s care based on findings collected from research. In level one courses (NURS 101, 107) students are expected to use research findings to support care decisions with faculty input. In level two courses (NURS 203,204, 208, 240, 251) students are expected to implement actions based in evidence

119 114 and integrate data from research findings to optimize client s care. The following table 4.16 shows examples of evidence-based learning activities. Table 4.16 ADN Examples of Evidence-Based Learning Activities ADN Course NURS 101 NURS 107 NURS 203 NURS 240 NURS 251 Examples of Evidence-Based Learning Activities Application of nursing process with scientific rationale. Search of a research article. Search data bases for highest 10 conditions of death. Study of scientific application of 6 safety principles for medication administration. Internet search on error alert and adverse reactions of medications. Search of pain management during labor and delivery research articles. BSN students are expected to implement evidence-based information in the provision of safe quality care. Research findings and their application are discussed; steps of the process are studied. Critiques of nursing research studies are done, and evidencebased interventions are used to deliver nursing care to individuals, families, and communities. The following table 4.17 shows competencies to be developed in the BSN program. Table 4.17 BSN Program Competencies Related to Research and EBP COMPETENCY #1.7 Demonstrate s critical thinking, rational inquiry skills, and a reflexive attitude in clinical practice LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Recognizes the importance of critical thinking in problem solving and decision making in professional practice based on evidence and best practice Solves simple hypothetical situations based on evidence & best practice standards using logical organization, validation of information, analysis of assumptions Validates problem solving and care decisions related to the nursing care based on evidence and best practice standards of Implements problem solving and decisionmaking in clinical practice using the steps inherent to critical thinking based on evidence and

120 115 based on evidence and best practice standards. standards in clinical practice. underlying the processing of information, & the analysis of conclusions. individuals and families with instructor or preceptor guidance. best practice standards with increasing self-direction. BSN COMPETENCY # 1.8 Implements evidencebased information in the provision of safe quality care. LEVEL #1 LEVEL #2 LEVEL #3 LEVEL #4 Discusses research findings in contemporary evidence-based nursing practice. Initiates steps of the research process related to hypothetical health care problems to use as evidence for a safe clinical practice with faculty guidance. Critiques nursing research studies from professional literature for evidence based practice. Selects nursingevidence based information in the provision of safe care of individual clients and families in clinical practice. The following table 4.18 shows examples of evidence-based learning activities of BSN. Table 4.18 BSN Examples of Evidence-Based Learning Activities BSN Course NURS 105 NURS 230 NURS 231 NURS 232 NURS Examples of Evidence-Based Learning Activities Evaluation of effectiveness and application of theoretical models of nursing. Introduction to the evidence-based concept. Internet search of sources of information to analyze hypothetical situations related to safe practice. Students participate in library orientation of services and have the opportunity to practice. Oral and written presentation of relevant research of the nursing profession. In groups of 4-5 students present a research article. Students are initiated in the steps of the nursing process in given situations. Ex. Assignment: students are required to search information about evidencebased practice guided by the textbook and a rubric. Ex. Scientific evidence of procedures is presented by students in oral presentations. Written assignment with study guideline. Ex. Oral presentation of groups of 5 students each about theme assigned related to nursing practice based on evidence. Internet search for best practices on Physical Examination. Internet search on definition, treatment, signs and symptoms of conditions discussed in the course. Study of scientific application of 6 safety principles for medication

121 administration. Internet search on error alert and adverse reactions of medications. NURS Case study and analysis of research article. 301 NURS Identify and critique research articles. 305 NURS Students apply principles of nursing research using a theoretical framework, 320 review literature, and identify and critique research articles. Students learn the importance of nursing research and how to apply the findings of research into nursing practice. NURS Application of vital statistics, epidemiology and other research findings to 405 NURS 420 community health care. Oral and written presentation of research findings related to pain management. Teaching about colostomy care based on evidence. Innovation Flexibility and Technology Faculty members participate in seminars and workshops for professional development in their teaching role. Faculty incorporates innovations and technology in the teaching learning process. They incorporate videos, power points, web-enhanced learning on blackboard learning platform, internet data searches, electronic simulations, YouTube videos, social networks, etc. to facilitate learning. The School has obtained grants to acquire electronic human simulators for Bayamón, Aguadilla, and Cupey locations. Simulators utilized are Sim-Man Essential, Sim-Man G, Sim Baby, Noel Birthing Simulator, and ALS simulator. The School is in the process of training all faculty members to use simulators and to develop simulations scenarios. 4.7 Program length is congruent with the attainment of identified outcomes and consistent with the policies of the governing organization, state and national standards, and best practices. The Associate Degree Program is organized to be completed in two years and a summer. It consists of 70 credits; 32 credits of general education courses of which eight (8) credits are of natural sciences, and 38 credits of nursing concentration. Program is

122 117 organized to be taken in two years and a summer. The BSN Program is organized to be completed in four years; it consists of 125 credits; 51 credits of general education courses of which 12 credits are of natural sciences, three are elective credits, and 71 credits of nursing concentration courses. General education course requirements for nursing programs were established according to institutional policy for general education. Program length is congruent with the attainment of identified outcomes and consistent with the policies of the governing organization. It is also similar in length to other private and public programs in Puerto Rico (See table 4.19). Similarity in the number of credits, for example, one private baccalaureate program is six (6) credits less than ours and another one is 18 credits more. In comparison with baccalaureate programs of public institutions, one is six (6) credits more than our program and the other is 19 credits more. In relation to associate programs, only one private institution has ten (10) credits below UMET s program. The others have similar amount of credits. Table 4.19 Comparison with Major Nursing Programs in Puerto Rico Program ADN BSN UMET (AGMUS) Private 70 credits 2 yrs. 1 summer 125 credits 4 yrs. Turabo University (AGMUS) Private 125 credits 4 yrs Univ. del Este (UNE) 70 credits 124 credits (AGMUS) Private 2 yrs. Inter American University of Puerto Rico (INTER) Private 63 credits 2 yrs. 119 credits 4 yrs Pontifical Catholic University of Puerto Rico Private University of Puerto Rico Medical Sciences Campus Public UPR University of Puerto Rico at Mayaguez Public 72 credits 2 yrs. 1 summer 143 credits 4 yrs.1 summer credits 4 yrs credits 4 yrs.

123 118 Curricular plans for associate and baccalaureate nursing programs are shown in tables 4.20 & 4.21 for all three locations; Cupey, Bayamón, and Aguadilla. The course FYIS 101: First Year Induction Seminar was added recently by the University to help first-year students with the process of socialization to University life. All new students take this course in the first-year, first semester of their program curriculum. Table 4.20 ADN Program Curricular Plan First Semester First Year Second Semester Course Course Name Crs. Course Course Name Cr. NURS 101 BIOL 106 PSYC 123 FYIS 101 Nursing Process and Basic Skills 5 NURS 104 Human Anatomy 4 COSC 111 General Psychology 3 MATH 101 First year Induction 3 NURS Seminar 107 Fundamentals of Nursing in 3 Health Promotion Computer Literacy 3 Basic Mathematics 3 Nursing Process Applied to 5 the client-system with Psychosocial Alterations Basic Spanish I 3 SPAN 101 Total 15 Total 17 First Semester Summer Second Semester Course Course Name Crs. Course Course Name Crs. BIOL Microbiology 4 ENGL Basic English I Total 4 Total 3

124 119 First Semester Second Year Second Semester Course Course Name Crs. Course Course Name Crs. NURS 203 NURS 251 NURS 240 The Nursing Process Applied to Adult Care I 6 NURS 204 Nursing Care of the 5 NURS Mother, Neonate and 208 Family Pharmacology and 3 ENGL Dosage Calculation 102 Applied to Health Science Basic Spanish II 3 The Nursing Process 6 Applied to Adult Care II The Nursing Process 5 Applied to Children and Adolescents Basic English II 3 SPAN 102 Total 17 Total 14 General Courses 32 credits (46%) Concentration 38 credits (54%) Total Credits 70 credits (100%) Table 4.21 BSN Program Curricular Plan First Semester First Year Second Semester Course Course Name Crs. Course Course Name Crs BIOL s Human Anatomy 4 NURS Introduction to the Nursing MAT Basic Math I MATH Professional Role Basic Math II 3 H SPAN Basic Spanish I 3 SPAN Basic Spanish II or 103 or or 104 or 106 ENGL Basic English I 3 ENGL Basic English II or 103 or 105 FYIS Fist Year Induction or 104 or 106 SOSC Social Sciences Course 103 Total 16 Total 15

125 120 First Semester Second Year Second Semester Courses Course Name Crs. Course Course Name Crs. BIOL 105 NURS 230 Microbiology 4 PSYC 123 Nursing Process 5 NURS (Fundamentals) 240 General Psychology 3 Pharmacology and 3 Dosage Calculation Applied to Health Science Computer Literacy 3 3 NURS 231 Adult Health Assessment 3 COSC 111 NURS Pathophysiology 3 HIST 253 History of Puerto Rico CHEM Chemistry of Health Sciences Total 15 Total 16 Third Year First Semester Second Semester Courses Course Name Crs. Course Course Name Crs. NURS 305 NURS 310 HUMA 101 NURS 315 Mental Health and Psychiatric Nursing Nursing Care of the Adult Part I History of Western Civilization I Ethical-legal Aspects in Nursing 5 NURS NURS NURS HUMA 102 Nursing Care of the Childbearing Family during the Reproductive Cycle Nursing Care of the Adult Part II Application of Basic Principles of Research in Nursing History of Practice Western Civilization II Total 16 Total 16 Fourth Year First Semester Second Semester Courses Course Name Crs. Course Course Name Crs. NURS Nursing Care of 5 NURS Nursing Leadership and Children 410 Management NURS Nursing in Community 5 NURS Practicum (Integrated Health 420 Clinical Nursing Practice) NURS Nursing Care of the 5 NURS Nursing Board Review Adult III 421 Elective Elective Course 3 Total 15 Total 16 General Courses 51 credits (41%) Electives 3 credits (2%) Concentration 71 credits (57%) Total Cred. 125 cred. (100%)

126 Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes; current written agreements specify expectations for all parties and ensure the protection of students. ADN and BSN programs practice learning environments for all three locations, offer variety of learning opportunities to students to: (1) Develop skills and competencies as providers and managers of care; (2) Apply the nursing process in caring for individuals of all ages with diverse acute and chronic conditions, in structured and unstructured health care settings; (3) Develop skills and competencies of a member of a profession (ethical legal practice, lifelong learning); and (4) Provide care in primary, secondary, and tertiary care settings. There are current written agreements /contracts with all practice sites (Evidence in reading room). The following tables show the clinical sites for the BSN and ADN Programs in Cupey, Bayamón, and Aguadilla. The tables include the services provided by the resource and a brief description of, or major qualities of the sites. Table 4.22 Clinical Sites for BSN and ADN Programs Cupey Campus Cupey Practice Sites 1. Trauma Center Administration of Medical Services of PR (ASEMPR) 2. Psychiatric State Hospital Fernando Marín 3. San Patricio Psychiatric Center (Public center) 4. Ashford Presbyterian Hospital Private hospital 5. Auxilio Mutuo Spanish Hospital, Hato Rey, PR Service Provided Tertiary, Supratertiary Primary, secondary, tertiary Mental health Ambulatory Primary, secondary, tertiary Primary, secondary and tertiary Description Excellent clinical experiences for providing care to individuals with multiple traumas in areas for stabilization and intensive care. Excellent clinical experiences for providing care to individuals with mental health problems or alterations. Recommended for clinical experiences as providers and managers of care to individuals of all ages with a variety of acute and chronic health problems of diverse complexity, mother and newborn. Recommended for clinical experiences as providers and managers of care to individuals of all ages with a variety of acute and chronic health problems of diverse complexity,

127 122 Cupey Practice Sites Service Provided Private hospital care mother and newborn. 6. Cardiovascular Secondary, Hospital of PR and Tertiary Caribbean 7. Maestro Hospital, Hato Rey, P.R. Private hospital 8. San Francisco Hospital Rio Piedras, P.R.Private hospital 9. Metropolitan Hospital Private hospital 10. San Gerardo Hospital Private hospital 11. San Juan Municipal Hospital 12.San Juan Aging Facility Public skilled facility 13 Cantera Community 14. San Juan Capestrano Psychiatric Hospital 15. Doctor s Hospital, Santurce Private hospital 16. Pavía Hospital Private hospital 17. Veterans Administration Medical Center of Puerto Rico Río Piedras, P.R. U.S. Government 18. San Jorge Pediatric Hospital Private hospital 19. Clinical Health System, Trujillo Alto, PR 20. Manantial de Amor Home Carolina PR Primary, secondary & tertiary care Secondary care, tertiary Secondary care, tertiary Secondary, tertiary Secondary, tertiary Primary Primary, Secondary, Tertiary Secondary, Tertiary Primary, Secondary, Tertiary Primary, secondary and tertiary care Secondary and tertiary care Primary care OB/GYN health clinic Private place that takes care of old persons Description Recommended for clinical experiences as providers and managers of care to individuals with cardiovascular problems. Recommended for clinical experiences as providers and managers of care to individuals of all ages with a variety of acute and chronic health problems of diverse complexity, mother and newborn. Provides care to individuals of all ages with a variety of acute and chronic health problems. Recommended for basic skills, client assessment, and medical and surgical skills development. Provides care to individuals of all ages with a variety of acute and chronic health problems. Recommended for basic skills, client assessment, and medical and surgical skills development. Provides care to individuals of all ages with a variety of acute and chronic health problems. Recommended for basic skills, client assessment, and medical and surgical skills development. Recommended for clinical experiences as providers and managers of care to individuals of all ages with a variety of acute and chronic health problems of diverse complexity, mother and newborn. Long term facility. Recommended for development of skills of the provider of care to older adults. Recommended for providing and managing of care to family and community clients. Excellent clinical experiences for providing care to individuals with mental health problems or alterations. Provides care to individuals of all ages with a variety of acute and chronic health problems, mother and newborn. Recommended for basic skills, client assessment, and medical and surgical skills development. Recommended for clinical experiences as providers and managers of care to individuals of all ages with a variety of acute and chronic health problems of diverse complexity, mother and newborn. Provides learning experiences with cardiovascular clients in surgery and rehabilitation. Recommended for clinical experiences as providers and managers of care to adults, mainly males, with a variety of acute and chronic physical and mental health problems of diverse complexity. The last two years student and faculty evaluations of VA were excellent Provides care to children with a variety of acute and chronic health and surgical problems. Recommended to develop students as providers and managers of nursing care of children. Clinical experiences in the provision of care to pregnant women. Public clinic with large population of women on prenatal care. Excellent exposure to older adult s health issues. Recommended to develop awareness, sensibility, basic skills, prevention and promotion of health, and application of the nursing process among others.

128 Cupey Practice Sites 21. Centro Sor Isolina Ferré 22. Plenitud Dorada Home 23. Hogar Santa Teresita de Hornet 24. Home Health Care Agency Gregoria Auffant 25. Brisas de Bayamón, Public Housing 26. Alambra Public Housing 27. Braulio Dueño Public Housing 28. Villa España, Las Lomas, Río Piedras, Public Housing Service Provided Community center Private place that takes care of old persons Private place that takes care of old persons Home Health Care and Hospice Community Community Community Community Description 123 Excellent for providing and managing nursing care to family and community clients. Excellent exposure to older adult s health issues. Recommended to develop awareness, sensibility, basic skills, prevention and promotion of health, and application of the nursing process among others. Excellent exposure to older adult s health issues. Recommended to develop awareness, sensibility, basic skills, prevention and promotion of health, and application of the nursing process Recommended for observation of the nurse as provider of care, and manager of care at home. Recommended for providing and managing of care to family and community clients. Recommended for providing and managing of care to family and community clients. Recommended for providing and managing of care to family and community clients. Basic clinic serving mainly underserved and working class population of all ages. Recommended for providing and managing of care to family and community clients. Table 4.23 Clinical Sites for BSN and ADN Programs Aguadilla Location Aguadilla Practice Sites 1. San Carlos Borromeo Hospital in Moca, PR 2. Buen Samaritano Hospital Aguadilla, PR 3. San Antonio Hospital, Mayaguez, PR 4. CIMA Hospital Isabela, PR 5. Dr. Perea Hospital Mayaguez, PR 6. Group Health Pepino, San Sebastián PR Service Provided Secondary and tertiary health care services, multidisciplinay Secondary, and tertiary care health services Secondary health care Primary, and secondary health care Secondary and tertiary health care, multidisciplinary Pediatrics Secondary health services (emergency care clinic) Evaluation Recommended for clinical experiences as providers and managers of care to individuals of all ages with a variety of acute and chronic health problems of diverse complexity. Provides opportunities for maternity clinical experiences. Excellent for clinical learning experiences as providers of care with clients of all ages, pediatrics and maternity. Excellent hospital for clinical experiences as providers and managers of care with clients of all ages and maternity. Excellent affiliation for clinical experiences as providers and managers of care with clients of all ages. Doesn t provide for practice in maternity, nor mental health. Excellent affiliation for clinical experiences as providers and managers of care with clients of all ages. Good practice area for medication administration.

129 Aguadilla Practice Sites 7. Aging Center Colón Rivas, Moca, PR 8. Splendor Home Care, Inc. Aguadilla, PR 9. Casa Damaris Home, Inc. Aguadilla, PR 10. Ciudad Dorada Public Housing, Moca, PR 11. Villa Alegría Community Aguadilla, PR Service Provided Secondary, Tertiary for old persons, 18 yrs up clients with mental problems. Primary care Primary care Primary care Primary care Evaluation Excellent opportunities to provide care to clients with mental health problems. 124 Private place that care for old persons. Provides opportunities for patient teaching, and practice of basic skills. Excellent exposure to older adult s health issues. Recommended to develop awareness, sensibility, basic skills, prevention and promotion of health, and application of the nursing process among others. Private place that care for old persons. Provides opportunities for patient teaching, and practice of basic skills. Excellent exposure to older adult s health issues. Recommended to develop awareness, sensibility, basic skills, prevention and promotion of health, and application of the nursing process among others. Practice site for providing care to family, groups, and community clients. Practice site for providing care to family, groups, and community clients. Table 4.24 Clinical Sites for BSN and ADN Programs Bayamón Location Bayamón Practice Sites 1. HIMA San Pablo Hospital, Bayamón 2. Doctor s Center Hospital, Bayamón 3. Oncology Hospital, Isaac Gonzalez Martinez 4. Hermanos Meléndez Hospital, Bayamón Service Provided Secondary and tertiary care Secondary care Secondary and tertiary care Specialized in Oncology Secondary and tertiary care 5. Pavía Hospital Secondary and tertiary care Evaluation Excellent affiliation for clinical experiences as providers and managers of care with clients of all ages. Recommended. Good opportunities to practice nursing skills. Excellent affiliation for clinical experiences as providers and managers of care with clients of all ages. Recommended. Good opportunities for practice as providers and managers of care of clients with cancer, nursing personnel supportive of student learning. Recommended. Excellent affiliation for clinical experiences as providers and managers of care with clients of all ages. Variety of opportunities to practice nursing skills. Recommended for clinical experiences as providers and managers of care to individuals of all ages with a variety of acute and chronic health problems of diverse complexity, mother and newborn. Provides learning experiences with cardiovascular clients in surgery and rehabilitation.

130 Bayamón Practice Sites 6. Psychiatric State Hospital Fernando Marin 7. San Patricio Psychiatric Center (Public center) 8. Egida del Médico Home (Housing for the elderly) 9. Casa Mónica Home (Private place that cares for old persons) 10. Amor de Jesús Home (Private place that cares for elderly) 11. Torre Jesús Sánchez Erazo Home (Old Persons Housing) Service Provided Medical health hospital provides crisis intervention, individual and group therapy Ambulatory Mental Health Services Primary Care Basic care, primary care Basic care, primary care Primary care Evaluation Excellent clinical experiences for providing care to individuals with mental health problems or alterations. Recommended for learning experiences to provide care to clients with mental health problems. 125 Excellent place for patient education, and clinics for primary prevention. Excellent exposure to older adult s health issues. Recommended to develop awareness, sensibility, basic skills, prevention and promotion of health, and application of the nursing process among others. Recommended for practice of basic skills, and patient teaching. Excellent exposure to older adult s health issues. Recommended to develop awareness, sensibility, basic skills, prevention and promotion of health, and application of the nursing process among others. Recommended for practice of basic skills, and patient teaching. Excellent exposure to older adult s health issues. Recommended to develop awareness, sensibility, basic skills, prevention and promotion of health, and application of the nursing process among others. Excellent place for patient education, and clinics for primary prevention. Excellent exposure to older adult s health issues. Recommended to develop awareness, sensibility, basic skills, prevention and promotion of health, and application of the nursing process among others Student clinical experiences reflect current best practices and nationally established patient health and safety goals. Clinical experiences provide the opportunity to students to get familiarized with and participate in health agencies best practices, to achieve patient safety goals and health outcomes. Each agency has established protocols to implement best practices for patient care. Students are oriented to the protocols and participate in their implementation under the supervision of the faculty.

131 126 Table 4.25 Patient Safety Goals: Examples of Clinical Experiences Patient Safety Goals Examples of Clinical Experiences (JCAH) 1. Identify patients All clinical courses students identify patients according correctly to agency protocol in all interventions with patients. 2. Improve staff All clinical courses students learn, observe, and identify communication staff communication according to agency methodology. 3. Use medicines safely Students apply safety principles in the preparation and administration of medicines. 4. Prevent infection Students apply universal precautions; observe how agencies apply protocols to reduce infection risks associated to central lines care, skin care ulcers, and respiratory infections. Students participate in oral care of patients with endotracheal tubes to prevent respiratory infections. 5. Identify patient safety risks 6. Prevent mistakes in surgery In the orientation to practice agencies students learn about protocols to prevent falls of patients, and for identification of behaviors that could suggest suicide risks. Students, apply measures to prevent falls, and under the supervision of faculty refer identified risk behaviors to health team. In the orientation to practice agencies, students learn about national patient safety goals included protocol used to prevent mistakes in surgery ( Time Out Process ). During their clinical experiences students observe the application of the process before invasive and surgical procedures. STANDARD V: RESOURCES 5.1 Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization. The Nursing Program has the same rights, opportunities, and services for students as the other academic programs of UMET. The budget process is the same for all of the schools within the university. The administration is fully committed to the School,

132 127 including the ADN and BSN programs, by providing a budget that meets the needs of the programs. In certain occasions, it surpasses the expectations of the faculty and administration (See standard 1). Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes in all three locations. For example, a new three story building was acquired to house the School of Health Sciences, with special emphasis on the nursing programs. There is an institutional budgeting process in place to assure the achievement of goals and outcomes of all educational units. The nursing units of Cupey and Bayamón are included in that budgeting process, through the office of the Dean. After consulting faculty, there is a budget petition for all sites (Cupey, Bayamón & Aguadilla), considering program needs and priorities established in the annual work plan. Each Dean meets with the academic Vice-Chancellor to discuss the school budget and negotiate special projects. If during the year a special need arises, the Associate Vice-President for Financial Affairs can be petitioned by the Dean and usually the request is granted. After the budget is assigned, the Directors of the different academic programs have full control over the distribution of funds in consultation with the Dean. The budget for the Aguadilla programs is administered by the Director of the Center. According to the organizational structure, the programs of the Centers respond academically to the Dean, but administratively to the Directors of the Centers. The budget petitions for the nursing programs in Aguadilla are addressed to the Director of the Center who submits it to the Chancellor for the final approval.

133 128 In addition to the assigned budget for the nursing programs, there is an institutional technological acquisition-replacement plan administered by the Office of Information Technology resources. For example in the years budget was assigned to the program in the Bayamón Center for the acquisition of a Sim-man essential, Noelle (birthing simulator), infusion arms, electronic beds, and other models for skills acquisition. In Aguadilla, simulation models were acquired through Title-V funds. In 2011 $170,00.00 were assigned to remodel Cupey Skills laboratories. The University has an annual computer replacement plan, whereby schools do not have to include computers in their budget petition. Students pay an annual technological fee and that fee is assigned to the schools to purchase or update their technology resources to promote student learning. Sufficient funds have been allocated to the various nursing programs in the three sites. Based on the Institutional Annual Technology Replacement Plan, funds are allocated to provide quality and necessary resources for students, faculty, and support staff, to ensure the achievement of the nursing education unit outcomes. In the year , $170, of Institutional money was assigned to the nursing programs in Cupey for the acquisition of new equipment and models and the replacement of outdated ones. The Department of Nursing budget compares favorably with other Departments of the University. The School of Science and Technology, and the School of Education were selected for comparison.

134 129 Table 5.1 Comparison of the Nursing Budget with the School of Education and Science and Technology Budget for the Fiscal Year 2011 Year Nursing Science & Education Technology $1,394, $1,986, $757, Figure C: Comparison of the Nursing Budget with the School of Education and Science and Technology Budget for the Fiscal Year ,000, ,500, ,000, , nursing Science & Technology education As shown by the bar-graft, the budget for the Nursing Department in Cupey is larger than the School of Education budget, but smaller than the Science and Technology budget. The allocated funds provide the necessary resources for students, faculty, and support staff, to ensure the achievement of the nursing education unit outcomes. Additional funds are also assigned for special projects. During this year, $375,000 was allocated for the remodeling of the nursing laboratories in Cupey and $170,000 from the technological funds was given to buy and update laboratory equipment. New facilities were also purchased during the last two years to house the nursing programs in Aguadilla and Bayamón

135 130 Faculty Salary Faculty salary is established according to the SUAGM ranking system that progresses from Instructor to Full Professor. A professor s salary increases whenever there is a change in policy or whenever a professor achieves a higher rank. All new faculty are required to hold a minimum of a Master s in Nursing, and hold a doctoral degree, or be enrolled in a doctoral program. On March 1, 2011, the President of SUAGM approved an Executive Order which changed the pay scale for faculty. The following table illustrates the Faculty Salary Scale for the School of Health Sciences for the academic year It also includes the salary scale for full and part-time faculty for teaching extra classes: Table 5.2 Faculty Salary Scale for the School of Health Sciences for the Academic Year & Comparison Tables for the Schools of Education and Science & Technology Rank Instructor Assistant Professor Associate Professor Full Professor Academic Baccalaureate Masters Masters Doctorate Masters Doctorate Masters Doctorate Preparation Monthly $2,400 $3,350 $3,625 $4,225 $4,005 $4,735 $4,240 $5,205 Basic Salary Annual Basic Salary $28,800 $40,200 $43,500 $50,700 $48,060 $56,820 $50,880 $62,460 Table 5.2 shows the Salary Scale for the School of Health Sciences. A comparison between the School of Health Sciences with the School of Education and the School of Science and Technology, shows that the nursing faculty salaries are more than Education, but less than the School of Science and Technology.

136 131 Table 5.3 Faculty Salary Scale for the School of Education Rank Instructor Assistant Professor Associate Professor Full Professor Academic Baccalaureate Masters Masters Doctorate Masters Doctorate Masters Doctorate Preparation Monthly $2,297 $2,775 $3,075 $3,850 $3,655 $4,410 $3,940 $4,930 Basic Salary Annual Basic Salary $27,564 $33,000 $36,900 $46,200 $43,860 $52,920 $47,280 $59,160 Table 5.4 Faculty Salary Scale for the School of Science and Technology Rank Instructor Assistant Associate Professor Full Professor Professor Academic Masters Masters Doctorate Masters Doctorate Masters Doctorate Preparation Basic $2,800 $3,100 $4,150 $3,680 $4,850 $3,965 $5,780 Salary Annual Salary $33,600 $37,200 $49,800 $44,160 $58,200 $47,580 $69, Physical resources (classrooms, laboratories, offices, and others) are sufficient to ensure the achievement of the nursing education outcomes and meet the needs of the faculty, staff, and students. Physical resources are sufficient to ensure the achievement of the nursing ADN and BSN programs, and to respond to the needs of students, faculty, and non teaching staff, on the three sites. There are approximately 13,062 students, grouped in the various UMET programs in the four campuses (August 2011, Office of the Registrar). Cupey Campus The ADN and BSN Programs on the main campus in Cupey are located in the Muñiz Souffront building and have 949 nursing students, of which 227 are ADN, and 722 BSN. (Rosa Cotto, office of the registrar ( Dec 2011). Classrooms used by the School of Nursing on the Cupey Campus, are located in various buildings, such as: Amalia Marin, Morales Carrion, and the extension of Morales

137 132 Carrion The Nursing laboratories, as well as the biology, chemistry, and mathematics laboratories are located in the Muñiz Souffront building. The classrooms are airconditioned, equipped with video projectors, have WI-FI, internet access and are available to both, faculty and students. The classrooms are assigned each term according to the number of students enrolled in each section. Each classroom can accommodate approximately 30 students. Cupey Skills Laboratories There are four Nursing laboratories, which have the equipment, materials, and models necessary for students to develop the required skills. These labs are scheduled to be remodeled in December 2011 to incorporate the new simulation technology at a cost of $375,000 dollars. In the Muñiz Soufrontt Building the laboratories of: biology, mathematics, computers, chemistry and four nursing skills laboratories are located. The nursing skills laboratories are equipped with a total of seven (7) beds, bedside tables, lounge chairs, medication cart, and nurse s stations simulating hospital units. Labs also have student s desks as well as tables and whiteboards, TVs, and video projectors are accessible for students and faculty. Labs have models and materials for students to practice basic nursing skills. A variety of infant and adult mannequins, arms for venipuncture, torsos for injections, and dressing changes, stoma-care torso, and urinary catheterization torsos are available for students practice. In the last few years new equipment has been acquired. There are two laboratory technicians to help the nursing students; one during the daytime, and the other, during the evening. Both are registered nurses who hold a BSN. Nursing procedures are taught originally by the master teachers. After that, students

138 133 make individual arrangements to practice the skills required by the different courses until they master them and are certified by one of the lab technicians.. The labs are open from 7:00 am to 8:00 pm, Monday through Thursday and Friday from 7:00am to 4:00 pm and Saturday from 8:00 am to 12:00 noon. The Science laboratories used are also well equipped, updated and are sufficient to meet the objectives of the courses The nursing programs have a Federal Project SENDAS which provides academic support for Associate Degree students. The project offers tutoring in basic academic skills, peer mentoring in nursing content, and other basic skills support. Students also receive stipends, review materials, teacher s power point presentations and books to help accomplish their academic goals. In addition to the baccalaureate students, the ADN students are also required to take a Board review test in preparation for the real Board test. The goal of the SENDAS project is to increase the number of low-income and disadvantaged students into the profession of nursing. The Department of Nursing has several offices on the second floor of the main building. There is an office for the Dean of the School of Health Sciences, one for the Associate Dean of the School, and one for the Director of the ADN, and BSN Programs. There are two spaces at the reception desk, one for a receptionist and the other for an Administrative Assistant. There is also an office for the Dean s Administrative Assistant. There are two additional offices, one for the student Coordinators of Integrated Services and one for an Academic Advisor. All offices are well equipped with computers, internet access, printers, and a large centrally located copier. Most of those offices are private offices to facilitate student personal counseling.

139 134 All regular nursing faculty have private offices, with computers and internet access. There is an office module available for part-time faculty, with computer and phone. SUAGM also has a Center for Telecommunications and Distance Learning (CTDL) which includes a public broadcasting television channel (WMTJ, Canal 40/26). The dean has been invited several times to talk about the health programs in the school The University is divided by an Avenue (Ana G. Mendez Avenue) with a secondstory walkway over the street, for faculty and student safety. There are two cafeterias, one located in the areas of the main buildings (Muniz Souffront, Amalia Marín and, Sistema Universitario Ana G. Méndez), and the other in the Morales Carrión building. There are three areas for fast food; two located at the Morales Carrión building area, and the other near the Ana G. Méndez building. There are three large gazebos in the center of the quad, which are surrounded by educational buildings, the cafeteria, the science research building, library, and the School of Nursing. This area has many big tables and chairs, which can also be used for activities. The area is beautifully landscaped with many green plants and flowers of the Island, and includes a fountain which promotes a feeling of tranquility. Security personnel are on duty 24 hours a day in all buildings as well as the parking areas. During the morning, from 6:30 a.m. through 8:30 am, Monday through Friday, State Police Officers are in front of the main entrance of the University to facilitate the entrance to the University, because of the heavy morning traffic.

140 135 The University has developed a $12,000/ master plan that consists of three phases, to provide the University with: A new multi-level (700 space) parking garage, student-support services, passive recreation area (student center), and a new food court. A Learning Center; under the concept of a Learning Zone, was established in Cupey offering services to meet the particular needs of each student. These services include: tutoring in Spanish, English, Mathematics, and Accounting, among others. This facility includes: computers, printers, scanners, video conferencing systems, Smart Boards, whiteboards, and mobile labs with laptops. Additional laptops are available for faculty use and computer programs for people with special needs. The main objective of the learning center is to facilitate the infusion of diverse and innovative methodologies in the classroom sessions. English, Spanish and Mathematics skills are part of the content used in these initiatives. Other resources for assistive technology and tutorials are also provided to groups or individual faculty and students. Tutoring in general education courses is offered for all students. There are laboratories and study rooms equipped with computers and software for the development of General Education basic courses content (Math, English, and Spanish). The University also has a Fitness Center located approximately two miles from the main campus. A trolley is available to transport students to and from and from the center. The fitness center is equipped with a full range of exercise equipment for cardiovascular workouts and strength training, lockers, and shower facilities. Any UMET student or faculty member may use the fitness center free of charge. Trainers offer various physical education classes as well as personal training to promote healthy habits.

141 136 UMET Aguadilla Physical Resources UMET in Aguadilla PR is located on approximately four acres of land and has five buildings; classrooms, a student center, a cafeteria, administrative offices, student services offices, library, science laboratories, nursing laboratories and the bookstore. The administrative offices of the nursing programs of the Metropolitan University at Aguadilla are located on the first floor of a new building just completed in November 2011 at a cost of $ 3,800, The second floor of the new building houses a spacious activity room, restrooms, storage rooms, and additional classrooms. A total of $ 86, (Title V) was allocated for the skills laboratory. The Aguadilla Center has twenty five air conditioned classrooms equipped with video projectors and Smart boards. The campus also has green areas with gazebos and benches for the enjoyment of the entire university community. Security services are available 24 hours a day, seven days a week. Parking is available for 320 vehicles. Student services such as, orientation, counseling, admissions, financial aid, Registrar, laboratories, library, academic advising, provides academic support and leadership development for the students, in order to help them achieve their academic goals. In harmony with the needs of the northwest region, UMET Aguadilla provides students with the necessary tools, to develop themselves and this region s economy. Our broad academic offerings are complemented by service, accessibility, and studies that make it easy for young students and adults alike to take advantage of our daytime, evening, and weekend programs.

142 137 UMET Bayamón Physical Facilities The UMET University Center of Bayamon (Centro Universitario de Bayamon) is located on road # 167 at the corner of Santiago Veve, next to the Government Center (Centro de Gobierno) and next to the Bayamon Municipal Library. The University Center is strategically located in the heart of Bayamon Puerto Rico, with transportation facilities located in different areas near the University, including the new Urban train. The campus in Bayamon is UMET s most recent and modern University Center. The classrooms used by the Nursing Programs are located on the fourth floor of the main building (B), and in the new three-story School of Health Science Building, building (D) In the year 2009, the SUAGM acquired a three-story building, connected to the Bayamón Center and dedicated the space to house the School of Health Sciences, which includes the Nursing programs. The initial investment for the Ana G. Méndez System was 1.5 million dollars for the third floor. The building is located across the street from the main building, but connected by a walkway on the second level, which allows for safe passage for students and faculty to the new building D. The third floor of the new Health Sciences building has four nursing labs, a science lab for Chemistry and Microbiology, a computer lab, and three speech therapy labs with a waiting room. Three of the four nursing labs are simulation labs; one with a Sim-man essential; one with a birthing simulator Noelle ; and one which is a state-of the-art (27 X 27 ), simulation lab with a Sim-baby, incubator, a Sim-man G, and an ALS (trauma simulator). This lab has a crash-cart, defibrillator, ECG machine, and medication cart.

143 138 The lab has a projection room with a one-way mirror and a video camera to film students interventions with the various simulation models. The walls are covered with blackouts which are large pictures/murals of various hospital scenes, giving the threedimensional sensation that you are in a large hospital ICU. This simulation lab was funded by a $300, grant from HRSA-ARRA. The fourth lab is for Medical-Surgical nursing skills and has a geriatric model, examination table and various models to teach the skills of Fundamentals, Adult Care I, II, & III. These four labs have: a sink for hand washing, nurses station, flat-screen plasma TV, computer with internet access, table and chairs to accommodate ten (10) students, and a storage closet. The building has central air conditioning and all classrooms and labs have overhead projectors, Smart Boards, and tables and comfortable chairs designed for adult learners. The third floor also has sixteen faculty and secretary offices, a faculty conference room, a small kitchen, bathrooms, and a waiting area. The facility in Bayamon has a secure, multi-level, well-lit parking structure for students, faculty, and personnel. The second phase of the project at a cost of $800,000 was to develop the second floor of building D to provide nine additional classrooms, one imaging lab and a student oasis or learning common, a place for students to relax, study, eat, or just visit, furnished with comfortable leather chairs, tables and chairs, and computer tables, with four new computers with internet connection. The Learning common was funded by a Title V proposal in the amount of $34, 000 and it was inaugurated on the 28 of November, Two of the classrooms on the second floor are also Anatomy labs with

144 139 several models, skeletons, and microscopes. This second phase (second floor) was completed in August The third phase of the project is to develop the first floor with additional classrooms, a diabetic clinic, and as a health clinic for community services. This will not only provide health care for the community, but will make an additional clinical site available for the development of service-learning and our students clinical competencies. The School has access to five more classrooms on the fourth floor of building C and a large nursing lab with: tables and chairs for 30 students, overhead projector, Smart Board, three hospital beds, nurses station, storage closet, and a geriatric model. The Nursing Program has several offices for part-time faculty on the second floor of building (C) furnished with computers, with internet access. Other physical resources available in Bayamón are: A three level administration building, including a cafeteria, a library, and a bookstore. A six-level building with three elevators per floor, rest areas for students with tables and chairs, large comfortable classrooms, bathrooms, and laboratories equipped with the latest advanced technology. Security personnel are available 24 hours a day, both in the parking area as well as in the main building. 5.3 Learning resources and technology are selected by the faculty and are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery. Academic experience is supported by modern technology applied to teaching and learning in all three sites. UMET has 100% Internet access coverage that guarantees secure and consistent connections through Wi-Fi. Classrooms are equipped with video projection systems and smart boards. Campus-wide, there are more than 1,361

145 140 computers and video web conference facilities available to our students, faculty and community. The technology resources include computers, printers, scanners, video conferencing systems, Smart Boards, whiteboards, mobile labs with laptops and additional laptops available for loan to faculty and specific software for people with special needs. Technical staff offers training services to meet the particular needs of each user. The institution has laboratories and classrooms equipped with advanced technology and audiovisual systems with the necessary programs to meet the needs of academic programs. Information Resources Academic support for Faculty and Students The information resources aspires to be recognized as a service capable of meeting the information needs of their users, at the time and place as required and to encourage them to develop skills in managing information in ways that meet their academic requirements and become lifelong learners. All steps that are carried out are aimed at fulfilling our mission of providing agile information services and quality, with an update collection and accessible, in person or remotely, with the support of trained staff and quality physical facilities. The Library has a collection of 175,510 titles and 235,475 volumes of periodic publications and audiovisual materials. Of the total collection, 79,454 books are in digital format (e-books). In addition, 53 electronic databases are available to students and institutional constituencies. All these resources are available to our academic community from the library portal through Every academic year, faculty identifies and recommends learning resources and technology to support the teaching learning process of the UMET nursing programs. The

146 141 learning resources are comprehensive, current, and accessible to faculty and students and contribute to the achievement of the SLO. (A copy of the lab equipment and materials inventory will be available on site.). Cupey Library The Cupey library, in addition to its regular users, students (from all three locations), faculty and administration, serves anyone who needs information services, from school level students, students from other universities and the community at large. Learning resources such as: library collections, personnel and facilities support academic activities of students, faculty and community. As part of its mission, the Library acquires texts and references suggested for all the courses taught in the UMET. The Library promotes the use of electronic resources and information technology. The online library services impact UMET students of all academic programs and all additional locations. In the Question Point Program was acquired, to provide reference service online, in real time (chat). This year UMET acquired the software Turnitin, an application that allows us to check the originality of the documents produced by the academic community, while allowing the prevention of plagiarism. Special attention is given to the Faculty of undergraduate programs, so as to strengthen the appreciation for the original work. These two resources support significantly students and faculty Access: The academic community is satisfied with access to library services and resources available. According to an evaluation done using the ALA model, 77% to 80% of the academic community is satisfied with access to library services and available resources.

147 142 The Informe Histórico de PC y Laboratorios para Acceso directo a los Estudiantes (RR) reflects that UMET has been proactive with the acquisition of technological equipment to all its constituencies. As shown in this document, the institution has invested in the reposition of obsolete equipment and the acquisition of specialized materials. UMET main campus and its additional locations have laboratories and classrooms equipped with advanced technology and audiovisual systems that meet the needs of academic programs. Aguadilla Center Library The University Center in Aguadilla has a library collection of 122 volumes for the Nursing Program. The volumes include 41 in circulation, 59 in reserve, and 19 in reference. The library has an open area with tables and chairs for students. There are individual rooms available for group study, bathrooms, and an area for audiovisual equipment and a storage room. The library is located opposite to the administration area. It has a vast variety of data base information and technologic resources such as computers, with internet access. This library provides online reference service, which offers the opportunity of obtaining information from remote places. Aguadilla has access to the online catalog of the UMET Cupey library. Bayamón Center Library The Library in Bayamón is located on the second floor of building B, next to the Administrative Offices. The students in Bayamón have access to the UMET library in Cupey and to the online catalog, as well as the Municipal Library in Bayamón PR. At the present time, UMET s library has a variety of data bases. Among them are: Library

148 143 services in areas of Collections and reference services; reserve collection; circulation services & a room for Periodicals, Publications, and Puerto Rico Collections. Students are able to access this data from their home computers, using private codes. The following data bases are available: ERIC (Educational Resources Information Center) EBSCO On Line Journals with complete text. EBSCO Host Research Complete revised text MEDLINE 1. Acta Pediátrica 2. Child Care Health & Development 3. Dimensions of Critical Care Nursing 4. Education & Treatment of Children 5. Health Informatics Journal 6. Health Source Nursing/Academic 7. Journal of Advanced Nursing 8. Journal of Alternative & Complementary Medicine 9. Journal for Specialist in Pediatric Nursing 10. Lancet 11. Maternal & Child Health Journal 12. MED-Surg Nursing 13. Nursing Administration Quarterly 14. Nursing Diagnosis 15. Nursing Economics

149 Nurse Practitioner 17. Nurse Researcher 18. Pediatric Nursing 19. Pediatric 20. Pediatric nursing 21. RN Infotrac Gale Group Popular journals, business, literature, health & biographies. JTS (Jurisprudencia del Tribunal Supremo de PR) Ocenet Consulta- References, Journals, Primary sources. Whos Who- Biographies CINAHL, Psyc INFO List of Nursing Journals, Psychology, education, etc. Wilson Web- Journals with complete text. In addition, to the on-line data bases, UMET has incorporated a total of 1,049 new volumes. The Municipal Library of Bayamón has an additional collection of 16,801 more, for a total of 17,850 volumes. The collection of printed and electronic resources, offer the amplitude necessary to respond to the academic offerings. The selection policy of UMET leads to the incorporation of electronic resources and printed resources, particularly with regard to the publications of periodicals. This way we provide the users remote access to a vast amount of articles that help to maintain the collection updated. The library personnel of UMET-Bayamón is composed of two professional librarians, and two auxiliary librarian, full time 40 hours per week; Monday to Friday 7:00am-10:00pm; Saturday 8:00am-5:00pm. The library is a new facility in compliance

150 145 with physical standards of light, air condition, and furniture. It is a wireless space so students are welcome to bring their own computers. Access for persons with special needs is granted through elevators on both ends of the university center. In addition to the center s library, all UMET students have access to all libraries of the SUAGM. SECTION THREE STANDARD 6 OUTCOMES Evaluation of student learning demonstrates that graduates have achieved identified competencies consistent with the institutional mission and professional standards and that the outcomes of the nursing education unit have been accomplished. 6.1 The systematic plan for evaluation emphasizes the ongoing assessment and evaluation of the student learning and program outcomes of the nursing education unit and NLNAC standards. Program evaluation is an ongoing process for data gathering of the nursing unit with the purpose of making improvements. The systematic evaluation plan (SEP) of the ADN and BSN nursing programs at Main Campus (Cupey), UMET Bayamon and UMET Aguadilla, is an integral part of the evaluation process. The SEP was developed by the faculty and the Assessment Committee of the Department and is based on the NLNAC Manual and Interpretative Guidelines 2008 Edition. Nursing has always guided its assessment process with the SEP which has been revised several times according the NLNAC criteria. All nursing faculty become involved in the evaluation of all aspects of the nursing program to assure student success.

151 146 The SEP drives the needs of the program and the decision making process. The purpose of the SEP is to evaluate student learning and program outcomes of the nursing education unit and NLNAC standards. Student learning outcomes are measured on an ongoing basis, since the creation of the nursing unit. There is a process in place for evaluation of student learning. Full and part time faculty evaluate student learning in the didactic and clinical portions of every course, using a variety of methods. The following are examples of methods used: application of the nursing process, exams, clinical practice, special assignments, case studies, oral presentations, and quizzes, among others. (See standard 4). Program outcomes are evaluated by various methods such as: alumni and employer survey, employment rate, nursing boards pass rate and graduation rate. Findings are discussed in faculty meetings. In addition, UMET started implementing an assessment project; The Institutional Assessment Plan ( Avalúo Institucional ) for student learning assessment, to evaluate student learning outcomes. This Institutional Assessment has been a requirement for each school/discipline in the University since 2006 (see The University Assessment Policy Política de Avalúo in the reading room). The nursing program implemented this assessment project in This process was designed by the Academic Vice-chancellor of UMET; Dr. Omar Ponce. Tools were developed for each course within the programs to measure student learning outcomes. (See criterium 4.5) The SEP was revised for the academic year 2008 to include the new NLNAC standards. The systematic evaluation plan includes: Component, expected level of

152 147 achievement, frequency of assessment, assessment methods, results of data collection and analysis and action for program development, maintenance, or revision. Data is collected according to each standard and criteria addressed in this self-study for aggregation and trending. Directors and Faculty of each undergraduate program at Cupey, Aguadilla and Bayamón are responsible for the gathering of program data for assessment. Findings are discussed in faculty meetings to determine the achievement of the student learning, program outcomes and compliance with NLNAC standards. This process provides information: to determine the attainment of program outcomes, to guide decision-making, and to establish the need for actions to be taken. The Systematic Plan for Program Evaluation used for development, maintenance, and revision of the program can be found in Appendix H. The following are examples of decisions made to enhance program components: I Mission and Administrative Capacity Hiring an Associate Dean for the School of Health Sciences Hiring a Nursing coordinator for the Bayamon Campus Hiring a Nursing Program Director and coordinator for the Aguadilla Campus Naming a Nursing Program Director for the ADN & BSN programs on the Bayamón Campus II Faculty and staff: The following nursing faculty and staff positions were filled:

153 148 Full time Faculty for Cupey, Bayamón and Aguadilla A Coordinator of Integrated Student Services in Bayamón An Academic Advisor for Cupey. A Receptionist for Cupey An administrative assistant for Aguadilla Funds were obtained for faculty development. UMET is paying tuition for two faculty members who enrolled in doctoral programs. Two faculty members attended the 2010 NLNAC Forum. Two faculty members obtained certifications in Bioethics and Lactation. Faculty has attended various workshops to improve their assessment and technology skills. (See faculty CV s in the reading room). III Students: An exchange program was established with Viterbo University. Establishment of a Learning Common Facility in Bayamón. Establishment of a Student Nursing Association in Bayamón Nursing student participation in the Student Council (Aguadilla) IV. Curriculum: Addition of an Introductory course FYIS to enhance student s socialization into university life.

154 149 The incorporation of safety, nutrition and evidence based practice into the curriculum. In the course NURS 405: Community Nursing, a collaborative agreement was established with the community of Brisas at Bayamón (a Public residencial community) to enhance, voluntarism, leadership and cultural diversity skills in nursing students. The revision of the curriculum to design an articulated ADN program with an option to graduate in two years as an Associate Degree Nurse. (The proposal is in the Academic Board for approval). Faculty is in the process of incorporating Simulation technology into the curriculum. Syllabi are updated frequently. V. Resources: Remodeling in Cupey to add offices for faculty and academic advisor. New offices for the Director in Aguadilla. Eliminating or adding new clinical sites. In 2010 new simulation models were acquired in the Cupey and Bayamon Campuses to improve the clinical skills of students. Simulation models acquired are: Sim-man, Sim-man G, Sim-baby, Noelle labor and delivery model, and an ALS-trauma simulator. State-of-the-art

155 150 simulation labs for Bayamón that were funded by a $300,000 HRSA grant. State-of-the-art simulation lab in Cupey was funded by the Institution. Laboratory technicians for Cupey, Bayamón, and Aguadilla. New library in Bayamón. 6.2 Aggregated evaluation findings inform program decision making and are used to maintain or improve student learning outcomes. Data is collected, aggregated, trended, and analyzed utilizing the SEP as a framework. Evaluation findings are consistently used for decision making and program improvement. The findings are presented during faculty meetings and strategies are discussed to address areas that need development. Minutes of faculty meeting indicate that program issues are discussed and reflect proposed revisions to the nursing program. Examples of how aggregated findings from the SEP impact planning and decision making regarding student learning outcomes, include the following: 1. PR Board Exam pass rates are consistently being evaluated and faculty have suggested actions for improvement that include the following: revision of NURS 421(Nursing Board Review) according to the requirements of the PR Nursing Examination Board, the design of online nursing board review tutorials, and a pilot study to offer nursing board practice exams to a group of students form the ADN and BSN programs. This initiative was part of a faculty effort by members who became involved in the writing of proposals for federal funds (SENDAS). In August 2012 these exams will be administered to all fourth-year nursing students in all three locations.

156 In the course NURS 240; Pharmacology, a requirement was added in an effort to improve performance in Pharmacology: Students must complete at least one hour of additional practice on dosage calculation weekly with a tutor, in addition to the hours required by the course. 3. For the course NURS 410: Leadership in Nursing, Faculty identified that students were having difficulty in the interpretation of medical orders written in English. Students are now encouraged to read books related to the course content in English, in order to improve their English reading skills. Physicians in most of the PR hospitals write medical orders in English, so nursing students are encouraged to read more books in English, especially Pharmacology and Medical-Surgical books. 6.3 Evaluation findings are shared with communities of interest. Program evaluation findings are shared with its constituencies. Clinical practice evaluation by students and faculty are discussed with representatives of clinical agencies. In addition, the Dean discusses achievements and findings of the nursing unit with the Chancellor in staff meetings. Student learning outcomes and program outcomes are discussed in faculty meetings. An Advisory Board was established in August of the year The Nursing Advisory Board will meet every six months to discuss important issues pertaining to the program including the graduates. Suggestions of the Advisory Board will be considered for decision making. (See minutes) 6.4 Graduates demonstrate achievement of competencies appropriate to role preparation.

157 152 Formative and summative evaluation is collected in all courses, in all three sites, to evaluate the progression of students toward graduate competencies. Actions are taken to improve learning in all courses according to assessment findings. Summative evaluation is accomplished in the course NURS 410: Leadership in Nursing, NURS 421; Board Review and NURS 420: Practicum. (These courses are required of all students completing the baccalaureate degree) and in the course NURS 204 Medical Surgical Nursing (This course is required of all students completing the Associate degree). Evaluation methodology used includes, but is not limited to, portfolio, student learning outcome assessment (avalúo), and clinical performance assessment, to determine the level to which students have achieved competencies. Results indicate that graduates demonstrate achievement of expected competencies appropriate to role preparation. Graduate and employees satisfaction surveys also indicate that they are satisfied with the program (See criterion 6.1.3). Employers rated as excellent the following criteria in the graduates performance: problem solving, critical thinking, team work, and communication skills. 6.5 The program demonstrates evidence of achievement in meeting the following program outcomes: - Performance on licensure exam - Program completion - Program satisfaction - Job placement The ADN and BSN Program outcomes from Cupey Main Campus and its additional locations are evaluated based on performance on licensure exam pass rate, program

158 153 completion, program satisfaction, and job placement. The program outcomes were established by the faculty (see standard 4). Data to evaluate these outcomes is gathered through different methods and is used to evaluate maintain, improve and strengthen the programs The licensure exam pass rates will be at or above the PR national mean. Program outcome: Graduates of the ADN and BSN programs are prepared with entrylevel knowledge to fulfill the requirements of the Licensure Exam to practice safe, quality nursing care. The licensure exam pass rates will be at or above the national mean (Puerto Rico). Performance on the Puerto Rico licensure exam is evaluated analyzing the results of nursing graduates taking Puerto Rico boards. Graduates performance results on these board exams are sent to UMET by the Puerto Rico Board of Nursing (Junta Examinadora de Enfermeras de Puerto Rico; JEEPR). This is the agency in charge of administering the nursing boards in Puerto Rico. Graduates of Puerto Rico Schools of Nursing are not required to take NCLEX to practice nursing in PR. The results of the PR board exam are analyzed and discussed in faculty meetings to determine actions for improvement. (See minutes) Tables 6.1 and 6.2 show the pass rates for first time candidates for ADN and BSN graduates of Cupey, Bayamon and Aguadilla for the past three years. Table 6.1 PR Board Exam Pass Rate for ADN First Time Candidates Location Cupey 25% 47% 75 % Bayamon N/A N/A N/A Aguadilla N/A 47 % 86 % PR National Mean 35% 27% 52 %

159 154 Table 6.2 PR Board Exam Pass Rate for BSN First Time Candidates Location Cupey 43% 52% 76 % Bayamon N/A N/A N/A Aguadilla N/A N/A N/A PR National Mean 61% 51% 75 % As noted in the tables above, the ADN board pass rate in 2008 was under the national mean however, since 2008, pass rates have been above the PR national mean. Success rate for first time BSN candidates was below acceptable average in the academic years The pass rate for first time candidates improved significantly in Actions taken to improve pass rates were successful and are discussed in criterion Expected levels of achievement for program completion are determined by the faculty and reflect program demographics, academic progression and program history. Program outcome: Fifty percent (50%) of ADN and BSN students will successfully complete the respected programs of study within the expected time-frame. Table 6.3 presents the data on completion rates for those graduates (ADN & BSN) who began the initial nursing courses in 2004 and completed the program within 150 % are presented. Nursing program completion rates are the highest of all schools in the University. The average completion rate of other schools in the University was 17%.

160 155 Table 6.3 Graduation Rate to 150% Time per concentration and Gender- cohort 2004 (ADN, BSN) Location Program Gender Associate Degree Baccalaureate Degree Total Cohort Grads Rate Cohort Grads Rate Cohort Grads Rate Main Campus Cupey Nursing Female Male Aguadilla Nursing Female Male Office of Associate Vice Chancellor for Institutional Assessment and Planning Program completion data is sent to the Nursing Department by the Office of the Associate Vice-chancellor for Institutional Assessment and Planning for further analysis by the faculty. ADN and BSN students enrolled at UMET are economically disadvantaged; in fact 95% depend on scholarships and grants. The majority of nursing students have full time jobs to meet their economic needs. Because of this, it limits the amount of credits they should enroll in per semester, affecting the completion rate. Efforts to increase graduation rates for the nursing program are primarily focused on providing financial assistance to students, such as stipends and scholarships, to increase their likelihood of success in achieving their academic goal. Under the Vice chancellor of Students, a Student Learning Center called Learning Zone was established to offer students tutoring services on general as well as nursing courses. These services are an example of some of the efforts that have been made to increase retention & graduation rates. Other services include: scholarships, academic advising, psychological services and child care in Cupey, among others. Nursing students

161 156 benefit from all of the services that are available to the general student population. In addition, the Nursing Department at Cupey, was assigned an academic advisor by a Title V grant. Coordinators for Students Integrated Services, were hired for the three locations. Because the nursing program has the highest retention rates in the University, the Chancellor asked doctoral students from the School of Education, to consider research proposals on Factors Influencing the Retention of Nursing Students at UMET. Results indicated that nursing students cited the personal concern of faculty as one of the most important factors, encouraging them to remain in the nursing program Program satisfaction measures (qualitative and quantitative) address graduates and their employers. Program outcome: >85 % of graduates are satisfied with the programs. >85 % employers are satisfied with the graduates from the ADN and BSN programs. Program satisfaction is assessed with a standardized tool of the nursing unit. Program Satisfaction data was collected from graduates with the tool Survey to Identify Satisfaction of Graduates with the Nursing Program (Encuesta para Identificar Satisfacción de Egresados con el Programa de Enfermería). Senior students are also encouraged to complete the End of Program Evaluation, a quantitative measure that asks students to assess their level of satisfaction with the course, instructor and student services among others. Results indicate that graduates from Cupey and Aguadilla are satisfied or highly satisfied with the competencies acquired in UMET s Nursing Program. At present, Bayamón additional location does not have ADN & BSN graduates. The following table shows results for the last three years of student s satisfaction with the program.

162 157 Table 6.4 Graduates Satisfaction with the Program from UMET (Cupey, and Aguadilla) Employer s survey Ethics The University taught me to respect those who differ from my way of thinking 2. The University taught me to give more importance to the principles of my profession than to my personal interests. Communication Skills 3. The University taught me how to speak proper Spanish. 4. The University taught me how to write in proper Spanish 5. The University taught me to speak proper English 6. The University taught me to write in proper English Use of Technology 7. The University taught me how to use technological equipment properly 8. The University taught me how to use the Internet Logical Analysis - Mathematical 9. The University helped me develop my math skills 10. The University taught me how to analyze a problem and seek solutions Teamwork 11. The University taught me to work in coordination with others 12. The University taught me to understand the need for teamwork. Creativity 13. The University taught me to search for more than one solution to a problem 14. The University taught me to question what the majority thinks is right 100% 100% 95% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 72% 80% 100% 72% 83% 100% 100% 100% 91% 100% 100% 91% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

163 158 Critical Thinking 15. The University taught me to analyze and question others ideas 16. The University taught me to interpret an idea beyond what the words say. 100% 100% 100% 100% 100% 100% Program outcome: >85 % employers are satisfied with the graduates from the ADN and BSN programs. The tool used to collect data on Employers satisfaction with the graduates, was developed by the Office of the Associate Vice-chancellor for Institutional Assessment and Planning. The name of the instrument is: Employers Satisfaction with Graduates Survey (Encuesta para Identificar Satisfacción depatronos con Egresados). (A copy of the results is available in the reading room). The results of the analysis show that the employers are satisfied with the different areas pertaining to nursing graduates. The areas evaluated were: Ethical Conduct, Communication Skills, Technology Oriented, Math Reasoning, Team work skills, Creativity and Critical Thinking. All areas evaluated were rated as very satisfied and satisfied by the respondents to the questionnaire. Feedback from supervisors and other health related professionals has consistently been excellent. Table 6.5 shows the results of the Employers Satisfaction Survey.

164 159 Table 6.5 Employer Satisfaction with UMET Graduates from Cupey and Aguadilla ADN and BSN Programs Ethics Respects people who differ in their thinking 100% 100% 100% 2.Puts the principles of the profession ahead of 100% 100% 100% personal interests Communication Skills 3. Speaks correct Spanish 100% 100% 100% 4.Writes well in Spanish 100% 100% 100% 5. Speaks correct English 100% 60% 77% 6.Writes well in English 100% 60% 73% Use of Technology 7.Masters the use of technological equipment 100% 100% 100% 8.Masters the use of Internet 100% 100% 100% Logical Analysis - Mathematical 9.Masters math skills 100% 100% 100% 10.Demonstrates skills in analysis and problem 100% 100% 100% solving Teamwork 11.Works effectively with others 100% 100% 100% 12.Understands the need for teamwork 100% 100% 100% Creativity 13.Searches for multiple solutions for the same 100% 100% 100% problem 14.Promotes discussion of commonly accepted 100% 100% 100% ideas Critical Thinking 15.Analyzes ideas before adopting them 100% 100% 100% 16.Interprets ideas beyond what the words say 100% 100% 100%

165 Job placement rates are addressed through quantified measures that reflect program demographics and history. Program outcome: Job placement rates are addressed through quantitative measures that reflect program demographics and history. Job placement data is collected using a tool designed by the Office of the Associate Vicechancellor for Institutional Assessment and Planning. Surveys are conducted, six months after graduation, to assess student satisfaction with the nursing program and job placement. Table 6.6 Job Placement Rate for Cupey and Aguadilla ADN and BSN Graduates Job Placement Rate % 100% 73% 80% The above table shows that graduates from UMET s Nursing programs find jobs related to their role. Graduates are employed in private and public health care agencies. The majority, (93%) are employed in nursing full time. Job placement rates have been declining due to the economic crisis in Puerto Rico; some Hospitals are hiring fewer nurses. Most of the data related to job placement is from personal student contact via telephone. Faculty is considering other more efficient ways to gather this data. The following table shows a summary of program outcomes results.

166 161 Table 6.7 Program Outcomes Summary Program Outcomes Summary Required Program Outcomes Performance on Licensure Exam Program Completion Graduate Satisfaction Employer Satisfaction Job Placement Expected Level of Achievement Graduates of the ADN and BSN programs are prepared with entry-level knowledge to fulfill the requirements of the Licensure Exam to practice safe, quality nursing care. The licensure exam pass rates will be at or above the national mean (Puerto Rico). Fifty percent (50%) of ADN and BSN students will successfully complete the respected programs of study within the expected time-frame. >85 % of graduates are satisfied with the programs. >85 % employers are satisfied with the graduates from the ADN and BSN programs. Graduates of the ADN and BSN programs have opportunities to successfully obtain employment as registered nurses. Eighty percent (80%) of graduates will have employment in nursing within the first year after graduation. Actual Level of Achievement ADN Cupey Pass rate PR mean % 35% % 27% % 52% BSN Cupey Pass rate PR mean % 61% % 51% % 75% ADN Aguadilla Pass rate PR mean % 27% % 52% ADN Cupey 41.7% ADN Aguadilla 64 % BSN Cupey 36 % Nursing program 38 % % % % % % % % % % Resulting Action(s) Taken Board review course, tutoring, academic advising Tutoring, academic advising, financial aid Review evaluation instrument Review evaluation instrument Job fairs

167 162 APPENDIX A MISSIONS OF UMET, SCHOOL OF HEALTH SCIENCES AND NURSING EDUCATION UNIT

168 163 Universidad Metropolitana Universidad Metropolitana s Mission Universidad Metropolitana s mission is to provide its students with an atmosphere of academic freedom and intellectual challenge, the necessary resources to help them develop high cultural and ethical values, critical thinking, intellectual curiosity, linguistic and technological skills, as well as personal and professional skills required for success in their professions and daily lives. The academic experience is supported by modern technologies applied to teaching, learning, and the assessment process. UMET's distinctive institutional features are marked by: the commitment to the quality of learning, undergraduate and graduate scientific research, local and international internship opportunities and student and faculty exchange programs with prestigious institutions, and community service. UMET is highly committed to environmental resources preservation and their sustainable development. Universidad Metropolitana subscribes to a flexible admissions policy that provides open channels of communication between the academic community and the administration in the decision-making process within a traditional hierarchy of rules and regulations. A highly qualified faculty, committed to academic excellence, supports this policy. Students support services are integrated and geared towards the achievement of their academic, social and cultural goals. Universidad Metropolitana recognizes its responsibility to offer face-to-face, as well as distance learning services to expand higher education options in Puerto Rico. UMET is a learning community that responds swiftly to the needs and interests of its students, faculty and administrative personnel set in adequate, safe and attractive facilities. Teamwork and a deep sense of belonging between groups are favorable to the personal and professional development of its human resources. Universidad Metropolitana recognizes that education is a lifelong process and values adult education as a contribution to non-traditional forms of higher education. UMET promotes individual and collective commitment with excellence in all aspects of the post-secondary education realm in an environment of great intellectual challenge with ample opportunities for the development of human talent and potential.

169 164 Universidad Metropolitana Universidad Metropolitana s Vision 1. To place UMET as a university community of scholars that constantly evaluate the challenges imposed by social, economic and political changes that occur in our country and in the world and responds to them through the creation of innovative programs that facilitate the personal and professional development of its undergraduate and graduate students in Liberal Arts, Allied Health Sciences, Education, Business Administration, Environmental Affairs, and Sciences and Technology. 2. To project itself as an institution that prepares its graduates with the skills and competencies that are necessary for their successful participation in today s society: excellent oral and written communication skills in Spanish and English, technology literate, team work and decision-making skills as well as a sense of responsibility for the decisions taken. 3. To be recognized as a university that promotes current knowledge of learning and research as a means to achieve student satisfaction and retention. 4. To be recognized for its commitment with all aspects of environmental affairs and for its contribution to the community. 5. To be distinguished for its leadership in science and technology through the creation of opportunities for the development of its students. 6. To be recognized as an avant-garde institution in educational technology through the use of telecommunications and distance learning. 7. To continue in joining efforts to remain as an institution of excellence in the fulfillment of its mission and goals. 8. To be distinguished by upholding its continuous search for initiatives towards achieving high levels of retention within a flexible admissions policy.

170 165 Universidad Metropolitana School of Health Sciences Departamento de Enfermería School of Health Sciences Mission Contribute to the health and quality of life in a multicultural society through academic excellence offerings that meet the needs of society in general, expanding personal opportunities, professional and social and ethical growth of students, without discrimination by sex, race, ethnicity, culture, religion and age. The School of Health Sciences will be characterized by its commitment to excellence in education, technology integration, research experiences, the development of specific skills of the discipline, the use of information systems, bilingualism, and teamwork as a basic tool of interdisciplinary health team and especially with the service to the community.

171 166 Universidad Metropolitana School of Health Sciences Nursing Department Mission The Department of Nursing is part of the Metropolitan University (UMET), a private institution of higher education. UMET offers educational opportunities to a multicultural society, in accordance with current and innovative technologies and the challenges and opportunities offered by globalization. The Department of Nursing promotes an environment of academic freedom, to facilitate faculty and student acquisition of knowledge. It strives to cultivate the attitudes and skills necessary for their professional development, for the enhancement of the teachinglearning process, and for the satisfaction and successful employment of its graduates. UMET's flexible admission policy provides accessibility to the Department of Nursing programs leading to Associate and Baccalaureate degrees, as well as nursing certifications. These offerings are supported by special academic student services, for a high quality educational experience. The department encourages reflexive and intellectual curiosity and an attitude of commitment in its faculty and students, to promote the lifelong professional development of knowledge and skills. The department also fosters an educational experience, supported by creative and innovative teaching-learning methods and activities, and by the systematic evaluation of administrative and academic processes and the outcomes of its graduates. The following commitment statements complement the mission of the Department of Nursing: 1. To develop and maintain the curriculum design for the nursing programs and certification offerings, which reflect the integration of relevant principles and concepts, from nursing theories, from the natural and nursing sciences, and from the general education offerings. 2. To encourage and protect the freedom of administration, faculty and students to do research, and publish research, in accordance with the university rules, policies, and standards and within the professional scope of practice. 3. To maintain the Nursing programs' curricula in response to current social health care needs and economic, demographic, and nursing education changes and patterns.

172 167 APPENDIX B GOVERNING ORGANIZATION CHART

173 Program Director Speech Therapy ADN & BSN Self-Study Chancellor 168 Governing Organization Chart Coordinator Student Integrated Services Cupey Administrative Assistant Cupey Academic Cupey Advisor Cupey Cupey Receptionist Cupey Vice-Chancellor Dean School of Health Science Associate Dean Administrative Assistant Bayamón Cupey Administrative Assistant Coordinator Student Integrated Services Bayamón Program Director ADN- BSN Cupey Program Director ADN- BSN- MSN Bayamón Program Director ADN- BSN Aguadilla Program Director Respiratory Therapy Respiratoria Program Director Diagnostic Imaging Imágenes Faculty Coordinator Faculty Coordinator Faculty Coordinator Lab Tech Post BSN Oncology Cert. Coordinator Academic Advisor Administrative Assistant Lab Tech Lab Tech

174 169 APPENDIX C FACULTY PROFILE

175 170 Administrator/Faculty profile Faculty Name FT/ PT Lourdes Maldonado FT Full Prof. Gloria Ortiz FT Full Prof Rank Date of initial Appointment Baccalaureate Degree and Name of Institution Granting Degree 2004 BSN 1968 Catholic University 2011 BSN 1972 RCM UPR Zulma Soto Hernandez FT Full Prof 2008 BSN 1986 Inter American University San German PR Rebecca Frugé FT Full 2005 BSN 1992 Prof Loyola University. New Orleans LA Julia Vecchini FT Inst BSN 1973 Catholic University Master s Degree and Name of Institution Granting Degree MSN 1983 RCM UPR MSN 1977 RCM UPR MSN 1993 Catholic University. MSN 1993 Louisiana State University. New Orleans MSN 2010 UMET Doctorate Degree and Name of Institution Granting Degree EdD 1996 Inter American University EdD Inter American University PhD 2007 Clinical Psychology PhD 2001 Capella University. MN Areas of Clinical Expertise Higher Education Administration Research Academic Teaching (T) and Other (O) Areas of Responsibility Dean, School of Health Sciences: Cupey, Bayamón and Aguadilla Campuses Thesis Preceptor Member IRB Community Associate Dean: School of Health Sciences Education Research Psychiatric Mental Health Administration Higher Education Administration Critical Care Research Director of the Aguadilla Center ADN, BSN Director of the Bayamón Center ADN, BSN & MSN NURS 320, 412 Preceptor for MSN thesis IRB Critical Care AND, BSN Program Coordinator

176 ADN and BSN program Lead faculty for Med-Surg BSN Program ADN and BSN program Outreach component coordinator ADN and BSN program ADN & BSN Self-Study 171 Faculty Profile UMET CUPEY (Full-Time) Faculty Name FT/ PT Acevedo, Maritza FT Rank Date of initial Appoint ment Asst. Prof. August 1993 Baccalaureate Degree and Name of Institution Granting Degree BSN 1979 Catholic University of PR Master s Degree and Name of Institution Granting Degree MSN 1988 Catholic University of PR Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Medical- Surgical Academic Teaching (T) and Other (O) Areas of Responsibility T O Nursing Process (230) Professional Role (105) Coordinator of student support component SENDAS Pres. Curriculum Committee Bonilla, Milagros FT Assoc. Prof. August 1987 BSN 1973 RCM UPR MSN 1976 RCM UPR Medical- Surgical BSN Program Practicum (420) Lead faculty in practicum BSN Program Cordero, Wanda Instructor 2011 BSN 2000 RCM UPR Correa, Irma FT Asst. Prof August 2002 BSN 1969 Catholic University MSN 2007 RCM UPR MSN 1974 RCM UPR Adult & Geriatric Medical- Surgical Maternity (251) Medical & Surgery Nursing (412) Medical-Surgical Nursing (310, 311, 412) Pathophysiology (232) Gonzalez, Roberto FT Instructor August 2005 Goicochea, Elsie FT Instructor August 2003 BSN 1993 RCM UPR BSN 1989 UPR - Humacao MSN 2000 RCM UPR MSN 2003 RCM UPR EdD In progress: UMET PhD in Health Services: In progress Walden University Maternal & Child Anesthesia Psychiatric Adult & Geriatric Practicum (420) Nursing Review (421) Pediatric (208) Nursing Process (101) Promotion (104), Practicum (420)

177 BSN Program ADN & BSN Self-Study 172 Faculty Profile UMET CUPEY (Full-Time) Faculty Name FT/ PT Rank Date of initial Appointme nt Baccalaureate Degree and Name of Institution Granting Degree Mestre, Luisa FT Instructor 1990 BSN 1980 RCM UPR Pedroza, Mayra FT Assoc. Prof. March 2000 Plata, Grisel FT Asst. Prof August 1990 BSN 1983 RCM UPR BSN 1975 Catholic University (UCPR) Rivera, Reina FT Instructor 2000 BSN 1992 RCM UPR Rodriguez, Yanilda FT Instructor August 2003 BSN 1982 RCM UPR Master s Degree and Name of Institution Granting Degree MSN 1985 RCM UPR MSN 2000 RCM UPR MA in Health 1994 Walden University. MSN 1975 Catholic University (UCPR) MSN 2000 RCM UPR MSN 1986 RCM UPR Doctorate Degree and Name of Institution Granting Degree PhD in Health Services: In progress EdD in Counseling In progress Inter American University PhD In progress Capella University. MN Areas of Clinical Expertise Adult & Geriatrics Maternal & Child Public Health Academic Teaching (T) and Other (O) Areas of Responsibility T O Research (320) Legal Aspects (315) Maternity (301, 251) Pediatric (404, 208) Leadership and Management (410) Psychiatric Mental Health and Psychiatric Nursing (107, 305) Adult & Geriatric Adult & Geriatric Medical & Surgery Nursing (310, 412, 204) Adult Health Assessment (231) Pharmacology (240) Pathophysiology (232) BSN Program Middle States Committee Student advisor ADN and BSN program ADN and BSN program ADN and BSN program Chair of Middle States Committee & Assessment ADN and BSN program Rodriguez, Maribel FT Instructor January 2011 BSN 1990 RCM UPR MSN 1996 RCM UPR Adult & Geriatrics Bio-Ethic Certification in progress Practicum (420), Legal issue (315) Medical & Surgery Nursing (311) Nursing Process 230

178 BSN program ADN & BSN Self-Study 173 Faculty Profile UMET CUPEY (Full-Time) Faculty Name FT/ PT Rosado, Rosa FT Assoc. Prof. Rank Date of initial Appointment August 1981 Baccalaureate Degree and Name of Institution Granting Degree BSN 1977 RCM UPR Master s Degree and Name of Institution Granting Degree BSN 1981 RCM UPR Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Medicine & Surgery Academic Teaching (T) and Other (O) Areas of Responsibility T O Medical & Surgery Nursing (203, 204) ADN program Faculty Profile UMET CUPEY (Part-Time) Faculty Name FT/ PT Rank Date of initial Appointment Baccalaureate Degree and Name of Institution Granting Degree Amadeo, Hilda PT Lecturer 1987 BSN 1972 Catholic University Amezquita, Janette PT Lecturer 2010 BSN 2000 Inter American University Master s Degree and Name of Institution Granting Degree MSN 1983 RCM UPR MSN 2008 RCM UPR Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Adult & Geriatrics Academic Teaching (T) and Other (O) Areas of Responsibility T O Process (101) ADN program Critical Care Medical & Surgery Nursing (412) BSN program Aponte, Abel PT Lecturer 2009 BSN 1985 Catholic University MSN 1997 Catholic University 2001 University of Health Science (Army Service) Dr. Nursing Practice (in Progress) Massachusetts University Adult & Geriatric Adult Nurse Practitioner Nursing Process (230), Medical & Surgery Nursing (412)

179 BSN program ADN and BSN program ADN & BSN Self-Study 174 Faculty Profile UMET CUPEY (Part-Time) Faculty Name FT/ PT Rank Date of initial Appointment Baccalaureate Degree and Name of Institution Granting Degree Borgos, Carmen PT Lecturer 2008 BSN 1980 Catholic University Master s Degree and Name of Institution Granting Degree MSN 1986 Catholic University Doctorate Degree and Name of Institution Granting Degree PhD in Ed Technology: in progress Areas of Clinical Expertise Adult & Geriatric Academic Teaching (T) and Other (O) Areas of Responsibility T O Medical & Surgery Nursing (310, 412) BSN program Camacho, Luz PT Lecturer 2011 BSN 1995 UPR Humacao MSN 2003 UPR RCM Community and Families Adult Health Assessment (231) Nursing in Community Health (405) BSN program Coloma, Carlos PT Lecturer 2001 BSN 2010 Sacred Heart University MSN in progress Turabo University Cotto, Maria P. PT Lecturer 2011 BSN MSN 2010 Caribbean University Medicine Doctor 1993 Ecuador Generalist Adult Health Assessment (231) Gerontology Promotion (104) Pathophysiology (232) Correa, Norman PT Lecturer 2011 BSN 2006 San Juan University College Cruz Elizabeth PT Lecturer 2011 BSN 1994 UMET Cruz Evelyn PT Lecturer 2011 BSN 1996 UMET MSN 2008 Turabo MSN 2009 UMET MSN 2003 RCM UPR Adult Nurse Practitioner Pathophysiology (232) BSN program Manage Care Pediatric (404) BSN program Critical Care Pediatric (404), Nursing Process (101) ADN and BSN program

180 BSN program ADN & BSN Self-Study 175 Faculty Profile UMET CUPEY (Part-Time) Faculty Name FT/ PT Rank Date of initial Appointme nt Baccalaureate Degree and Name of Institution Granting Degree Cruz, Iris PT Lecturer 2008 BSN 1986 Inter American University Master s Degree and Name of Institution Granting Degree MSN UMET: in progress Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Pediatric Critical Care Academic Teaching (T) and Other (O) Areas of Responsibility T O Maternity (251) LabTech in Bayamon ADN Fernandez, Gloria PT Lecturer 2009 BSN 1983 Inter American University MSN 2001 RCM UPR Adult & Geriatric Nursing in Community Health (405) program BSN program Geigel, Elsa PT Lecturer 2010 BSN 2007 Sacred Heart USC MSN 2009 UMET Nursing Case Management Medical & Surgery Nursing (203) ADN program Gonzalez, Geraldine PT Lecturer 2004 BSN 1988 UPR Humacao Occupational Nursing Sacred Heart USC 1998 Green, Tanya PT Lecturer 2011 BSN 1996 UPR Mayaguez MSN 2001 RCM UPR MSN 2011 RCM UPR Adult & Geriatric Community Family Nurse Practitioner Research (320) Nursing in Community Health (405) Medical & Surgery Nursing BSN program BSN program Hera, Grivel PT Lecturer 2011 BSN 2011 Sacred Heart USC MSN Turabo University: in progress Medicine Doctor Cuba (412) Generalist Nursing Process (230)

181 176 Faculty Profile UMET CUPEY (Part-Time) Faculty Name FT/ PT Rank Date of initial Appointment Baccalaureate Degree and Name of Institution Granting Degree Hernandez, Norma PT Lecturer 2011 BSN 1989 UMET Maldonado, Margarita PT Lecturer 2010 BSN 1985 UMET Master s Degree and Name of Institution Granting Degree MSN 1996 RCM UPR MSN 2009 Caribbean University Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Academic Teaching (T) and Other (O) Areas of Responsibility T O Critical Care Nursing Process (230), Nursing in Community Health (405) Neonatal/ Pediatric Pediatric (404), Maternity (251) BSN program ADN and BSN program Mari, Ana Zoe PT Lecturer 2007 BSN 1991 Caribbean University Marrero, Marilú PT Lecturer 2009 BSN 1978 RCM UPR MSN 1998 RCM UPR MSN 1982 RCM UPR PhD 2003 Psychology UPR Critical Care Nursing Process (230), Legal Aspects (315) Mental and Psychiatric Nursing Nursing in Community Health (405) BSN program BSN program Mejias, Carlos PT Lecturer 1997 BSN 1987 UMET Millan Edwin PT Lecturer 2009 BSN 1996 UMET Nevarez, Leslie PT Lecturer 2011 BSN 2006 National College MSN 1998 RCM UPR MSN in Progress UMET MSN 2009 Caribbean University Critical Care (240), Medical & Surgery Nursing (310) Legal Aspects (315) (101) Pharmacology Critical Care Nursing Process Neonatal & Pediatric Nursing Process (101) BSN program ADN program ADN program

182 177 Faculty Profile UMET CUPEY (Part-Time) Faculty Name FT/ PT Rank Date of initial Appointment Baccalaureate Degree and Name of Institution Granting Degree Nazario, Waleska PT Lecturer 2011 BSN Catholic University Ortiz, Ada PT Lecturer 2010 BSN 1996 UMET Pacheco, Josué FT MSN PT BSN Lecturer 2008 BSN RCM UPR Peña, Luis PT Lecturer 2011 BSN RCM UPR Pimentel, Amalia PT Lecturer 2009 BSN 1988 RCM Pinzon Flor PT Lecturer 2011 BSN Nacional University of Colombia Ramos, Luz PT Lecturer 2011 BSN 1998 UMET Master s Degree and Name of Institution Granting Degree BSN 1984 Catholic University MSN 2007 RCM UPR 2003 Catholic University MSN 1992 RCM UPR MSN 2011 RCM UPR MSN 1996 RCM UPR Master of public Health 2004 RCM MSN 2003 UMET Doctorate Degree and Name of Institution Granting Degree EdD Inter American University Areas of Clinical Expertise Psychiatric & Mental Health Nursing Critical Care Adult & Geriatrics Adult & Geriatrics Adult & Geriatrics Academic Teaching (T) and Other (O) Areas of Responsibility T O Mental Health and Psychiatric Nursing (305) Medical & Surgery Nursing (310, 412) Adult Health Assessment (231) Professional Role (105) Pharmacology (240) Medical & Surgery Nursing (204, 412) Critical Care (230) Nursing Process Maternal & Nursing Process Child Health (101) Manage Care Maternity (251) Medical & Surgery Nursing (412) ADN and BSN program ADN and BSN program BSN program ADN and BSN program BSN program ADN program ADN and BSN program

183 178 Faculty Profile UMET CUPEY (Part-Time) Faculty Name FT/ PT Rank Date of initial Appointm ent Baccalaureate Degree and Name of Institution Granting Degree Rivera, Carmen PT Lecturer 1998 BSN 1979 Catholic University. UCPR Rivera Cruz, Maria PT Lecturer 2011 BSN 1993 UMET Certified Occupational Nursing 1998 Sacred Heart USC Rivera Jimenez, Maria PT Lecturer 2011 BSN 1987 RCM UPR Rodriguez, Ada PT Lecturer 2010 BSN 1980 Inter American University. Sanchez, Vionnette PT Lecturer 2011 BSN 2008 RCM UPR Santos, Lourdes PT Lecturer 2011 BSN Inter American University. Master s Degree and Name of Institution Granting Degree MSN 1994 Catholic University. UCPR MSN 2001 RCM UPR MSN 2000 RCM UPR MSN 2008 RCM UPR MSN 2010 RCM UPR MSN 2000 RCM UPR Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Psychiatric & Mental Health Nursing Adult & Geriatric Critical Care Maternal & Child Family Nurse Practitione r Critical Care Academic Teaching (T) and Other (O) Areas of Responsibility T O Mental Health and Psychiatric Nursing (305) Adult Health Assessment (231) Nursing Process (101), Medical & Surgery Nursing (203) Maternity (251) Pediatric (404) Nursing Process (230), Nursing in Community Health (405) Medical & Surgery Nursing (203) BSN program BSN program ADN and BSN program ADN and BSN program BSN program ADN program

184 179 Faculty Profile UMET CUPEY (Part-Time) Faculty Name FT/ PT Rank Date of initial Appointm ent Baccalaureate Degree and Name of Institution Granting Degree Santiago, Vivian PT Lecturer 2011 BSN Catholic University Santiago, Migdalia PT Lecturer 2011 BSN 2003 RCM UPR Serrano Andrea PT Lecturer 2003 BSN 1982 RCM UPR Serrano, José PT Lecturer 2003 BSN 1999 UMET Sosa, Ana PT Lecturer 2011 BSN 1988 Inter American University. Tirado, Consuelo PT Lecturer 2010 BSN UMET Certified Oncology Nursing - Inter American University. Master s Degree and Name of Institution Granting Degree MSN 1999 RCM UPR MSN 2010 RCM UPR MSN 1986 RCM UPR MSN 2003 RCM UPR MSN 2000 RCM UPR MSN 2004 RCM- UPR Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Critical Care Maternity Pediatric Adult & Geriatric Adult & Geriatrics Adult & Geriatrics Psychiatric Mental Health Academic Teaching (T) and Other (O) Areas of Responsibility T O Nursing Process (230), Medical & Surgery Nursing (412) Medical & Surgery Nursing (412) Adult Health Assessment (231), Mental Health and Psychiatric Nursing (305) Adult Health Assessment (231) Pediatric (404), Maternity (251) Medical & Surgery Nursing (204) ADN and BSN program BSN program BSN program BSN program ADN and BSN program

185 Academic Teaching (T) and Other (O) Areas of Responsibility T O Maternity (301, 251), Pediatric (404, 208) Adult Health Assessment (231) Nursing Process (230) ADN, BSN Program Coordinator, ADN and BSN program BSN program ADN & BSN Self-Study 180 Faculty Profile UMET CUPEY (Part-Time) Faculty Name FT/ PT Rank Date of initial Appointm ent Baccalaureate Degree and Name of Institution Granting Degree Torres, Diana PT Lecturer 2011 BSN 1989 Inter American University. Torres, Jeniffer PT Lecturer 2011 BSN 2003 UPR Arecibo Vazquez, Santia PT Lecturer 1971 BSN 1966 RCM UPR Master s Degree and Name of Institution Granting Degree MSN 2005 RCM UPR MSN 2009 RCM UPR MSN 1977 RCM UPR Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Adult & Geriatrics Mental Health and Psychiatric Nursing Maternal & Child Academic Teaching (T) and Other (O) Areas of Responsibility T O Nursing Process (230, 101) Mental Health and Psychiatric Nursing (107) Maternity (301, 251) ADN and BSN program ADN and BSN program ADN and BSN program Faculty Profile UMET Bayamon (Full Time) Faculty Name FT/ PT Rank Date of initial Appointment Fonseca, Madeline FT Instructor August 2003 Baccalaureate Degree and Name of Institution Granting Degree BSN 1988 RCM UPR Master s Degree and Name of Institution Granting Degree MSN 1996 RCM UPR Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Maternal & Child Certified Breastfeeding/ Lactation Mercado, Maria FT Instructor 2007 BSN 1996 RCM UPR MSN 2007 RCM UPR Adult & Geriatrics & Epidemiology

186 BSN program ADN program Certification in oncology nursing Coordinator BSN program ADN and BSN program ADN & BSN Self-Study 181 Faculty Profile UMET Bayamon (Full Time) Faculty Name FT/ PT Rank Date of initial Appointment Baccalaureate Degree and Name of Institution Granting Degree Soto, Marynelly FT Instructor 2010 BSN Inter American University. Master s Degree and Name of Institution Granting Degree MSN 1984 UPR RCM Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Adult & Geriatrics Academic Teaching (T) and Other (O) Areas of Responsibility Nursing Process (230) O T Villanueva, Beatriz FT Instructor 2010 BSN Central University of Bayamon MSN UMET Case Management Nursing Process (101) Pharmacology (240) Faculty Profile UMET Bayamon (Part-Time) Faculty Name FT/ PT Almanza, Anays PT Assoc. Prof. Rank Date of initial Appointment Baccalaureate Degree and Name of Institution Granting Degree 1986 BSN 1980 RCM UPR Master s Degree and Name of Institution Granting Degree MSN 1983 RCM UPR Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Academic Teaching (T) and Other (O) Areas of Responsibility Med. & Surg. Pathophysiolo gy (232) Nursing Process (230) O T Bruno, Lourdes PT Lecturer 2011 BSN Central University of Bayamon MSN 2011 UMET Critical Care of Adult Adult Health Assessment (231) Medical & Surgery Nursing (203)

187 Academic Teaching (T) and Other (O) Areas of Responsibility Legal Aspect (315) O T ADN and BSN program Pediatric (208) ADN Nursing Process (230) Pathophysiolo gy (232) Adult Health Assessment (231) Medical & Surgery Nursing (203) BSN program BSN program ADN and BSN program ADN & BSN Self-Study 182 Faculty Profile UMET Bayamon (Part) Faculty Name FT/ PT Rank Date of initial Appointment Baccalaureate Degree and Name of Institution Granting Degree Cabrera, Elizabeth PT Lecturer 2011 BSN Inter American University. Carrillo, Magaly PT Lecturer 2007 BSN 1991 Sacred Heart University Cartagena, Damaris PT Lecturer 2011 BSN Central University of Bayamon Cruz, José (Bilingual Program) Master s Degree and Name of Institution Granting Degree MSN RCM UPR MSN in progress Sacred Heart University MSN UMET Doctorate Degree and Name of Institution Granting Degree PT Lecturer 2006 Medicine Doctor East Central University Dominican Republic Diaz, Vanessa PT Lecturer 2011 BSN 1991 UPR Arecibo MSN RCM- UPR Areas of Clinical Expertise Adult & Geriatrics Occupational Nursing Pediatrics Case Management Mental Health and Psychiatric Nursing

188 Academic Teaching (T) and Other (O) Areas of Responsibility T O Nursing Process (101) Nursing Process (230) Pathophysiolo gy (232) ADN program BSN program BSN program BSN program ADN program ADN & BSN Self-Study 183 Faculty Profile UMET Bayamon (Part-Time) Faculty Name FT/ PT Rank Date of initial Appointment Baccalaureate Degree and Name of Institution Granting Degree Ferrera, Glenda PT Lecturer 2011 BSN 1990 RCM UPR Master s Degree and Name of Institution Granting Degree MSN 2010 RCM UPR Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Maternal & Child Flores, Marilyn PT Lecturer 2011 BSN UPR- Humacao MSN 2001 RCM- UPR Adult & Geriatrics Gonzalez, Marianett PT Lecturer 2011 Medicine Doctor 2001 North Mexico University Hernandez, Lilliam PT Lecturer 2011 BSN 2007 RCM UPR Lebron, Cristina (Bilingual Program) PT Lecturer 2010 BSN 2001 RCM UPR MSN 2010 RCM UPR 2011 MSN UMET Maternqal & Child Mental Health and Psychiatric Nursing Adult Health Assessment (231) Critical Care Pharmacology (240) Medical & Surgery Nursing (204)

189 BSN program BSN program ADN program ADN program ADN program ADN & BSN Self-Study 184 Faculty Profile UMET Bayamon (Part-Time) Faculty Name FT/ PT Rank Date of initial Appointment Baccalaureate Degree and Name of Institution Granting Degree Lopez, Carmen PT Lecturer 2010 BSN 1988 UPR - Humacao Marrero, Angel (Bilingual Program) PT Lecturer 2011 BSN 1981 Inter American University. Master s Degree and Name of Institution Granting Degree MSN RCM UPR Catholic University MSN 2003 RCM UPR Doctorate Degree and Name of Institution Granting Degree Dr. in Nursing Practice, University of Massachusetts 2010 Areas of Clinical Expertise Critical Care Family Nurse Practitioner Med-Surg Diabetic care Academic Teaching (T) and Other (O) Areas of Responsibility T O Adult Health Assessment (231) Med-Surg BSN program Ortiz, Cruz Noelia PT Lecturer 2011 BSN 2006 Caribbean University MSN Caribbean University Gerontology Adult Health Assessment (231), Nursing Process (230) Pedreira, Evelyn PT Lecturer 2011 BSN Herbert Lehman College NY Perez, Eugenia PT Lecturer 2011 BSN 1970 Catholic University Ponte, Frances PT Lecturer 2011 BSN 1991 Sacred Heart USC MSN in progress UMET MSN LSU Health Sciences Center Adult Critical Care Maternity & Pediatric Medical & Surgery Nursing (203) Nursing Process (101) Maternity (251)

190 Professional Role (105), Pharmacology (240), Nursing Process (230), Adult Health Assessment (231) BSN program BSN program BSN program ADN and BSN program BSN program ADN & BSN Self-Study 185 Faculty Profile UMET Bayamon (Part-Time) Faculty Name FT/ PT Rank Date of initial Appoint ment Baccalaureate Degree and Name of Institution Granting Degree Quiles, Miguel PT Lecturer 2010 BSN 2001 Inter American University IU Rhodes, Kemlly PT Lecturer 2011 BSN 2003 RCM UPR Master s Degree and Name of Institution Granting Degree MSN 2008 RCM UPR MSN 2011 RCM UPR Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Mental Health and Psychiatric Academic Teaching (T) and Other (O) Areas of Responsibility T O Mental Health and Psychiatric Nursing (305) Critical Care Medical & Surgery Nursing (412) Rodriguez, Ana PT Lecturer 2011 BSN 1992 UPR RCM MSN UPR- RCM Critical Care of Adult Medical & Surgery Nursing (310) Rodriguez, Migdalia PT Lecturer 2011 BSN 1978 UPR RCM MSN UPR- RCM Psychiatric Mental Health (2003) Adult & Geriatrics Medical & Surgery Nursing (203) Nursing Process (230) Romero, Claudia (Bilingual Program) PT Lecturer 2007 BSN 1975 University. Of San Francisco Ca MSN 1985 Colombia Pacific University Ca. Adult Critical Care

191 BSN program Academic Teaching (T) and Other (O) Areas of Responsibility T O Nursing Review (421) Practicum (420) Leadership and Management (410) BSN program ADN & BSN Self-Study 186 Faculty Profile UMET Bayamon (Part-Time) Faculty Name FT/ PT Rank Date of initial Appointm ent Baccalaureate Degree and Name of Institution Granting Degree Master s Degree and Name of Institution Granting Degree Rosado Silvia PT Lecturer BSN RCM MSN 1985 UPR - RCM Velez, Gladys (Bilingual Program) PT Lecturer 2011 BSN UPR - RCM MSN UPR - RCM Doctorate Degree and Name of Institution Granting Degree Doctor in Education Inter American University Areas of Clinical Expertise Psychiatric Mental Health Med-Surg Med-Surg (311) Academic Teaching (T) and Other (O) Areas of Responsibility T O Research (320) BSN program Faculty Profile UMET Aguadilla (Full Time) Faculty Name FT/ PT Rank Date of initial Appoint ment Baccalaureate Degree and Name of Institution Granting Degree Quintana, Magdalena FT Instructor 1999 BSN Antilles Adventist University Mayaguez Master s Degree and Name of Institution Granting Degree MSN Catholic University Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Medical Surgical Nursing

192 Academic Teaching (T) and Other (O) Areas of Responsibility T O Community (405) Medical & Surgery Nursing (310,412) Nursing Process (230) Pharmacology (240) Nursing Process (101) Medical & Surgery Nursing (203) BSN program ADN program ADN & BSN Self-Study 187 Faculty Profile UMET Aguadilla (Full Time) Faculty Name FT/ PT Rank Date of initial Appoint ment Baccalaureate Degree and Name of Institution Granting Degree Caraballo, Kendra FT Instructor 2010 BSN 1993 Inter American University. IU Master s Degree and Name of Institution Granting Degree MSN 2009 Inter American University. Doctorate Degree and Name of Institution Granting Degree In progress Doctoral Public Health (Epidemiol ogy) Ponce PR Areas of Clinical Expertise Community Nursing Méndez, Luz E. FT Instructor 2005 BSN 1991 UPR Arecibo MSN 1998 Catholic University In progress Doctoral Public Health (Epidemiol ogy) Ponce PR Medical Surgical Nursing

193 Academic Teaching (T) and Other (O) Areas of Responsibility T O Medical & Surgery Nursing (310,311) Nursing Process (101) Adult Health Assessment (231) Nursing Process (230) Nursing Process (101) Adult Health Assessment (231) Nursing Process (230) Nursing Process (101) BSN program ADN program AND, BSN Program Coordinator BSN program ADN program BSN program ADN program ADN & BSN Self-Study 188 Faculty Profile UMET Aguadilla (Part-Time) Faculty Name FT/ PT Rank Date of initial Appoint ment Baccalaureate Degree and Name of Institution Granting Degree Cabán, Nilsa PT Lecturer 2011 BSN 1978 UPR- Mayaguez Master s Degree and Name of Institution Granting Degree MSN UPR- RCM Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Adult & Geriatrics Hernandez, Evelyn PT Lecturer 2008 BSN 1991 UPR Arecibo Maldonado, Anna S. PT Lecturer 2009 BSN 1985 Inter American University. IU San German MSN 1998 Catholic University MSN 2003 RCM UPR MSN 2007 RCM UPR Adult Critical Care Medical Surgical Nursing Family Nurse practitioner Matias, Doris E. PT Lecturer 2007 BSN UPR Mayaguez MSN 1996 Catholic University Medical Surgical Nursing Mendez, Ramona PT Lecturer 2010 BSN 1986 Catholic University MSN 1990 Catholic University Medical Surgical Nursing Mercado, Omayra PT Lecturer 2003 BSN 1992 UPR Mayaguez MSN 1998 Catholic University Medical Surgical Nursing

194 Academic Teaching (T) and Other (O) Areas of Responsibility T O Nursing Process (230) Pathophysiol ogy (232) Medical & Surgery Nursing (412, 310) Nursing Process (230) Adult Health Assessment (231) BSN program BSN program BSN program BSN program ADN & BSN Self-Study 189 Faculty Profile UMET Aguadilla (Part-Time) Faculty Name FT/ PT Rank Date of initial Appoint ment Baccalaureate Degree and Name of Institution Granting Degree Montalvo, Rolando PT Lecturer 2008 BSN 1995 UPR Arecibo Master s Degree and Name of Institution Granting Degree MSN 1999 Catholic University Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Medical Surgical Nursing Negrón, Ericka PT Lecturer 2010 BSN 1997 Antilles Adventist University Mayaguez MSN 2006 Turabo University Family Nurse Practitioner (2006) Perez, Maribel PT Lecturer 2000 BSN 1982 UPR Arecibo MSN 1985 UPR RCM Adult & Geriatrics Perez, Marisol PT Lecturer 2007 BSN 1991 UPR Arecibo MSN 2007 RCM UPR Critical Care Nursing

195 Academic Teaching (T) and Other (O) Areas of Responsibility T O Medical & Surgery Nursing (203) Nursing Review (421) Pathophysiol ogy (232) Maternity (251) Legal Aspect (315) Nursing Process (101) ADN program BSN program BSN program ADN and BSN program ADN program ADN & BSN Self-Study 190 Faculty Profile UMET Aguadilla (Part-Time) Faculty Name FT/ PT Rank Date of initial Appoint ment Baccalaureate Degree and Name of Institution Granting Degree Rodriguez, Wilson PT Lecturer 2011 BSN 1989 RCM UPR Recio, Jose PT Lecturer 2011 BSN Universidad de las Antilla Master s Degree and Name of Institution Granting Degree MSN 2002 UPR RCM MSN Catholic University Doctorate Degree and Name of Institution Granting Degree PhD in progress Areas of Clinical Expertise Medical Surgical Nursing Geriatrics Mental Health and psychiatric nursing Medical Surgical Nursing Rios Morales, Migdalia PT Lecturer 2009 BSN 1986 RCM- UPR Ruiz, Wanda PT Lecturer 2002 BSN 1997 UPR Mayaguez Salas, Roberto PT Lecturer 2010 BSN 1998 Inter American University IU Arecibo MSN 2004 Catholic University MSN 2001 Catholic University MSN 1992 Catholic University In progress Doctoral Public Health (Epidemiology) Ponce PR Medical Surgical Nursing Midwife Lactation Educator 2002 Medical Surgical Nursing

196 BSN program ADN and BSN program ADN program BSN program BSN program ADN & BSN Self-Study 191 Faculty Profile UMET Aguadilla Part-Time) Faculty Name FT/ PT Rank Date of initial Appoint ment Baccalaureate Degree and Name of Institution Granting Degree Santiago, Ana Vanessa PT Lecturer 2011 BSN 1993 UPR Arecibo Santiago, Marisol PT Lecturer 2005 BSN 1987 Inter American University San German Santiago Garcia, Maritza PT Lecturer 2010 BSN 1995 Inter American University Arecibo Soto, Emelda PT Lecturer 2006 BSN 1984 Inter American University San German Master s Degree and Name of Institution Granting Degree MSN 2008 Inter American University Arecibo MSN 1993 Catholic University MSN 2009 Inter American University MSN 1995 Catholic University Doctorate Degree and Name of Institution Granting Degree Ph D 2004 Clinical Psychology Catholic University Areas of Clinical Expertise Community Community (405) Mental Health and psychiatric nursing Ten years of experience in maternity area CommunityF ifteen years of experience in maternity area Mental Health and Psychiatric Nursing Academic Teaching (T) and Other (O) Areas of Responsibility T O Maternity (251, 301) Maternity (251) Community (405) Legal Aspect (315) Vargas, Miriam PT Lecturer 2010 BSN 2004 Inter American University Arecibo MSN 2004 Catholic University Medical Surgical Nursing Maternity (251)

197 BSN program ADN program BSN program ADN & BSN Self-Study 192 Faculty Profile UMET Aguadilla (Full and Part-Time) Faculty Name FT/ PT Rank Date of initial Appoint ment Baccalaureate Degree and Name of Institution Granting Degree Valle, Mayda Liz PT Lecturer 2010 BSN 2005 UPR Arecibo Velez, Marcos PT Lecturer 2011 BSN 2000 Inter American University Villanueva, Maria del C PT Lecturer 2008 BSN 1982 Inter American University San German Master s Degree and Name of Institution Granting Degree MSN 2009 Inter American University Arecibo MSN 2007 Inter American University MSN 2002 Catholic University Doctorate Degree and Name of Institution Granting Degree Areas of Clinical Expertise Academic Teaching (T) and Other (O) Areas of Responsibility T O Primary Care Nursing Process (230) Community Certified Pediatric Trauma (2011) Medical Surgical Nursing Nursing Process (101) Nursing Process (230)

198 193 APPENDIX D COURSE DESCRIPTIONS FOR ADN & BSN PROGRAMS

199 194 COURSE DESCRIPTIONS OF THE ADN & BSN PROGRAMS OF THE SCHOOL OF HEALTH SCIENCES ASSOCIATE DEGREE IN NURSING COURSES NURS 101 Five Credits Nursing Process and Basic Skills Initiates the student into the roles and competencies of an associate degree nurse, as a member of the health team. The program mission, outcomes and conceptual framework is presented and discussed. The general aspects of the historical evolution of nursing are covered as well as values and ethical-legal aspects. Emphasis is on the B. Neuman concepts of system as client. Environment, wellness-illness continuum, stress, communication skills, health promotion, and the levels of prevention are covered. Students are initiated into the nursing process and basic nursing skills, body mechanics, and aseptic technique, in a variety of structured scenarios. Three theory hours and six laboratory hours per week. NURS 104 Fundamentals of Nursing in Health Promotion Three Credits This course provides the nursing student with the opportunity to acquire knowledge of health promotion of the client system, through the developmental stages as presented by Nola Pender. Basic concepts and theories of teaching-learning, preventive care, and decision making are discussed to organize nursing care. Various nursing theories are analyzed, with emphasis on promotion and education. Mastery of student s skills in communication and critical thinking is facilitated through the use of the nursing process as a tool for client education. Prerequisites: BIOL 106, NURS 101 NURS 107 Five Credits The Client with Psychosocial Alterations This course will teach students modern concepts of Psychiatric Nursing and its historical perspectives. Emphasizes alterations in the basic needs of the individual and their responses to stressful situations. Discusses the communication process as a therapeutic modality and its relevance to interventions with patients who have mental alterations. The student will be able to apply the principles and elements of the nursing process, as an essential to identify emotional problems which affect the wellbeing of the individual. This course is based on the study of the factors that may affect the mental health of the individual, such as: Biological, psychological, sociological, cultural, and spiritual components of the theory of human behavior. BIOL 106, NURS 101, 104 (concurrent).

200 195 NURS 203 Six Credits The Nursing Process Applied to Adult Care I Classroom instruction and clinical experiences focus on the care of young, middle age, and elderly adults with altered flexible lines of defense, and resistance to complex stressors. The client population includes adults experiencing surgery, and those with altered defense protection, cancer, altered fluid and electrolyte balance, health problems concerning rest and activity. The course focus is on primary, secondary, and tertiary prevention intervention, to strengthen the client s lines of defense and resistance. The roles and competencies of the Associate nurse are integrated throughout the course. NURS 204 Six Credits The Nursing Process Applied to Adult Care II Classroom instruction and clinical experiences focus on the care of young, middle age, and elderly adults with altered flexible lines of defense and resistance to complex stressors. The client population includes adults experiencing problems of sensory and chemical regulation, nutrition, intestinal and urinary elimination, and oxygenation. The focus of the course is on primary, secondary, and tertiary prevention intervention to strengthen client s lines of defense and resistance. The roles and competencies of the Associate nurse are integrated throughout the course. NURS 208 Five Credits The Nursing Process applied to Children and Adolescents Provides students with the concepts of client as system, environmental stress, wellness, fitness, and health promotion of the child, from infancy through adolescence. Develops professional roles and competencies, and technical and communication skills, utilizing evidence based concepts to work with children and adolescents. The Nursing Process is used to promote the wellness of children and adolescents, with alterations in the physiological, psychological, sociocultural, developmental, and spiritual variables. NURS 251 Five Credits Nursing Care of the Mother, Neonate and Family Introduces students to the care of the mother, neonate, and family through the prenatal, intrapartum, postpartum, and neonatal stages. Conceptualizes stress, growth and development, and basic structure variables in the dynamic equilibrium of the mother and neonate. Applies basic nursing skills and principles and concepts of communication for interventions with the client system. Emphasizes health promotion and prevention of illness in the nursing care of the childbearing family, including the high risk mother and neonate. Emphasis is on the development of critical thinking, communication, and therapeutic interventions when caring for these clients in different health care settings.

201 196 BACCALAUREATE IN THE SCIENCE OF NURSING NURS 101 Five Credits Nursing Process and Basic Skills Initiates the student into the roles and competencies of an associate degree nurse, as a member of the health team. The program mission, outcomes and conceptual framework is presented and discussed. The general aspects of the historical evolution of nursing are covered as well as values and ethical-legal aspects. Emphasis is on the B. Neuman concepts of system as client. Environment, wellness-illness continuum, stress, communication skills, health promotion, and the levels of prevention are covered. Students are initiated into the nursing process and basic nursing skills, body mechanics, and aseptic technique, in a variety of structured scenarios. Three theory hours and six laboratory hours per week. NURS 104 Fundamentals of Nursing in Health Promotion Three Credits This course provides the nursing student with the opportunity to acquire knowledge of health promotion of the client system, through the developmental stages as presented by Nola Pender. Basic concepts and theories of teaching-learning, preventive care, and decision making are discussed to organize nursing care. Various nursing theories are analyzed, with emphasis on promotion and education. Mastery of student s skills in communication and critical thinking is facilitated through the use of the nursing process as a tool for client education. Prerequisites: BIOL 106, NURS 101 NURS 105 Introduction to the Nursing Professional Role Three Credits This course introduces the student to the professional nursing roles. The mission, program outcomes and conceptual framework of the Nursing Program are presented and discussed. The historical development of ancient and modern cultures in relation to health practices are emphasized as the basis for the development of nursing as a profession. Nursing theories are presented as the scientific foundation for the practice of nursing. One semester, three theory hours, per week. NURS 107 Alterations Five Credits Nursing Process applied to the client-system with Psychosocial This course will teach students modern concepts of Psychiatric Nursing and its historical perspectives. Emphasizes alterations in the basic needs of the individual and their responses to stressful situations. Discusses the communication process as a therapeutic modality and its relevance to interventions with patients who have mental alterations. The student will be able to apply the principles and elements of the nursing process, as an essential to identify emotional problems which affect the wellbeing of the

202 197 individual. This course is based on the study of the factors that may affect the mental health of the individual, such as: Biological, psychological, sociological, cultural, and spiritual components of the theory of human behavior. BIOL 106, NURS 101, 104 (concurrent). NURS 201 Medical Terminology Three Credits Introduces the student to the specialized language of medicine. Includes word roots, prefixes, suffixes, and parts of speech. It also introduces the student to the medical language, words, components of words and diseases in general (pathology). Laboratory tests and diagnosis in general are also components of this course. Word elements related to anatomy and physiology integrate the component of medical terminology related to body systems. NURS 203 The Nursing Process Applied to Adult Care I Six Credits Classroom instruction and clinical experiences focus on the care of young, middle age, and elderly adults with altered flexible lines of defense, and resistance to complex stressors. The client population includes adults experiencing surgery, and those with altered defense protection, cancer, altered fluid and electrolyte balance, health problems concerning rest and activity. The course focus is on primary, secondary, and tertiary prevention intervention, to strengthen the client s lines of defense and resistance. The roles and competencies of the Associate nurse are integrated throughout the course. NURS 204 Six Credits The Nursing Process Applied to Adult Care II Classroom instruction and clinical experiences focus on the care of young, middle age, and elderly adults with altered flexible lines of defense and resistance to complex stressors. The client population includes adults experiencing problems of sensory and chemical regulation, nutrition, intestinal and urinary elimination, and oxygenation. The focus of the course is on primary, secondary, and tertiary prevention intervention to strengthen client s lines of defense and resistance. The roles and competencies of the Associate nurse are integrated throughout the course. NURS 208 Five Credits The Nursing Process applied to Children and Adolescents Provides students with the concepts of client as system, environmental stress, wellness, fitness, and health promotion of the child, from infancy through adolescence. Develops professional roles and competencies, and technical and communication skills, utilizing evidence based concepts to work with children and adolescents. The Nursing Process is used to promote the wellness of children and adolescents, with alterations in the physiological, psychological, sociocultural, developmental, and spiritual variables. NURS 230 Nursing Process

203 198 Five Credits Introduces students to the basic principles, concepts, and skills of planning and organizing as a provider and coordinator of care, educator, and leader/manager. The theoretical content and nursing skills are interrelated to provide for the application of acquired knowledge and skills in situations in primary health care. Utilizes the nursing processes to organize and plan therapeutic nursing interventions with healthy clientsystems and those with minimal basic structure variable alterations. The process of decision-making is emphasized as well as critical thinking, therapeutic communication skills, and interpersonal relationships. One semester, three theory hours per week, six laboratory hours per week. Prerequisites: NURS 105, BIOL 106, NURS 231 (concurrently) NURS 231 Adult Health Assessment Three Credits Students are initiated into the holistic assessment of the adult client system s stability, variances from wellness, and reaction to the environmental stressors, using assessment formats that encompass B. Neuman System basic structure variables. Course content includes: vital signs, history taking, physical examination skills, and the integration of critical thinking through the analysis of health assessment data and selection of nursing diagnosis. One semester, two hours of theory per week, three clinical laboratory hours per week. Prerequisites: BIOL 106, 105, NURS 230. NURS 232 Pathophysiology Three Credits The Pathophysiology course provides the basic concepts and the specific processes of the most common diseases. Discusses the clinical etiologies, manifestations, diagnosis, and treatment of diseases. Considers the diseases in simple form; using technology that facilitates the learning of a complicated subject. One term, three hours theory per week. Prerequisites: BIOL 106, NURS 105, NURS 230. NURS 240 Pharmacology and Dosage Calculation Applied to Health Science Three Credits Students are provided with knowledge and skills related to the Pharmacology of common medications and their administration. Course content includes: general principles of medication administration, ethical-legal aspects, terminology, calculation, and common medication classifications, action, contraindications, adverse effects. Emphasis is on dosage calculation and medication administration. One term, three hours theory per week. Prerequisites: Math , NURS 105, 230. NURS 251 Five Credits Nursing Care of the Mother, Neonate and Family

204 199 Introduces students to the care of the mother, neonate, and family through the prenatal, intrapartum, postpartum, and neonatal stages. Conceptualizes stress, growth and development, and basic structure variables in the dynamic equilibrium of the mother and neonate. Applies basic nursing skills and principles and concepts of communication for interventions with the client system. Emphasizes health promotion and prevention of illness in the nursing care of the childbearing family, including the high risk mother and neonate. Emphasis is on the development of critical thinking, communication, and therapeutic interventions when caring for these clients in different health care settings. NURS 301 Cycle Five Credits Nursing Care of the Childbearing Family during the Reproductive Introduces students to the fundamental concepts related to the reproductive cycle such as: sexuality, family planning, fertility vs infertility, holistic family centered approach, pregnancy, intrapartum, the newborn, and post-partum. This course visualizes the nursing process, therapeutic communication skills, nursing research, and therapeutic nursing interventions as essential tools for critical thinking in maternal newborn nursing practice. Selected community and hospital experiences focus on the nursing process in caring for clients and families of all age groups experiencing pregnancy, labor and delivery, and care of the neonate. One semester, three theory hours per week, six laboratory hours per week. Prerequisite: NURS 105, 230, 231, 240, 305, & NURS 310. NURS 305 Five Credits Mental Health and Psychiatric Nursing Classroom instruction and clinical experiences initiate students in the care of the client system with mental health and psychiatric stressors/problems. A variety of prevention interventions are implemented, including the use of self, therapeutic relationships, individual and group therapy, and crisis intervention. The roles and competencies of the Psychiatric nurse are integrated into the course for further development. Clinical sites include inpatient and outpatient psychiatric units, community mental health centers, and clients homes. One semester, three theory hours per week, six laboratory hours per week. Prerequisites: NURS 230, 213, 232, 240 & PSYC 123 NURS 310 Five Credits Nursing Care of the Adult- Part I The Nursing Process is used as a guide to the solution of health problems in the care of young, middle age, and elderly adult client-system. Basic concepts are introduced for the nursing practice with the adult client, such as: Growth and development of the adult, nutrition, ethical-legal aspects, as well as values that influence the nursing practice of adult care, evidence based nursing practice, homeokinesis, stress, cellular adaptation, transcultural nursing, genetics perspectives, chronicity, disability, and rehabilitation.

205 200 Emphasis is given to the following physiologic variables of the client system: fluid, electrolytes and acid-base balances; integumentary system, metabolic/endocrine, immunologic/inflammatory responses, peri-operative experience is considered, as well as oncology, pain management and the infection process. Health promotion and primary, secondary, and tertiary prevention interventions are emphasized to attain, restore, and maintain wellness. One semester, three theory hours per week, six laboratory hours per week. Prerequisites: BIOL 106, 105; NURS 230, 231,232 NURS 311 Five Credits Nursing Care of the Adult-Part II The Nursing Process is used as a guide to the solution of health problems in the care of young, middle age, and elderly adult client-system. Emphasis is given to the instability of the following functional health patterns: activity/exercise (respiratory/cardiovascular); nutritional/metabolic (gastrointestinal); elimination (urinary/elimination); sexuality/reproduction (reproductive). Health promotion, primary, secondary, and tertiary prevention interventions are included to attain, restore, and maintain wellness. Generalist nurse roles and competencies are strengthened throughout the course. One semester, three theory hours per week, six laboratory hours per week. Prerequisites: NURS 310 NURS 315 Ethical-legal Aspects in Nursing Three Credits This course is designed to offer the nursing student the opportunity to acquire knowledge and comprehension of relevant legal-ethical aspects in health care and the impact on the practice of nursing. Analyzes theories and ethical principles of nursing, social justice, ethical dilemmas, Nursing Code of Ethics, and the Standards of Nursing Practice. Emphasizes the regulations and contractual agreements related to nursing practice. Implications of Negligence, and malpractice in nursing are discussed. The student has the opportunity to discuss ethical and legal aspects of nursing practice in a variety of scenarios: Ethical issues with clients in terminal stages, living wills, euthanasia, and assisted suicide, among others. One semester, three hours per week. NURS 320 Application of Basic Principles of Research in Nursing Practice Three Credits This course offers the nursing student the opportunity to explore the research process and to apply the basic principles of research and statistics in the various roles of the nursing profession. Includes the importance of using a scientific method while doing research. The use of computers in research is emphasized, and the importance of the review of the literature. Ethical aspects of research are emphasized. Skills that students must develop to become consumers of research are analyzed. Also included is: research designs, data collection strategies, and analysis of data. The different steps of the research process are emphasized. One semester, three theory hours per week. Prerequisites: NURS 230,231,232,240

206 201 NURS 404 Five Credits Nursing Care of Children This course provides students with principles and concepts relevant to the health care of children from infancy to adolescence. Emphasizes the prevention of disease, promotion and maintenance of health, as well as restoration of the basic structure variables for children, and parents. Uses the nursing process, therapeutic communication skills, Pathophysiology therapeutic management, and growth and development principles of the Pediatric patient. Promotes the development of professional roles such as: leadership, management, consumer of research, and coordinator of care. One semester, three theory hours per week, six laboratory hours per week. Prequisites: NURS 105,230,231,232,240,310, 311, 305. NURS 405 Five Credits Nursing in Community Health A community based course with emphasis on providing holistic care to the client in primary, secondary and tertiary levels of prevention throughout the life cycle. The course applies the foundation and principles of the delivery of health care, expanded roles, and case management in the independent practice of nursing. Emphasis is given to the prevention of illness, the promotion and maintenance of health in the client systems, and to the development of the teaching-learning process, critical thinking skills, communication, leadership, and coordinator of care. The principles of epidemiology and research are analyzed and applied in the therapeutic interventions with the client system. One semester, three theory hours per week, six laboratory hours per week. Prerequisites: NURS 230,231,232,240, 310,311, 320 NURS 410 Nursing Leadership and Management Three Credits This course provides students with the knowledge and an appreciation of aspects related to leadership and management in nursing. Critical thinking is utilized to enhance discussions, group dynamics, and written and oral activities related to the course content. Accountability and leadership functions of the nurse are discussed. The importance of continuing education and advanced studies for the nurse as a professional are discussed. Communication skills and critical thinking skills are promoted as essential for the professional roles of nursing. One semester, three theory hours per week. Prerequisites: NURS 404, 405, 412 NURS 412 Five Credits Nursing Care of the Adult III The Nursing Process is used as a guide in the care of young, middle, and elderly adult client-system, with many different nursing diagnoses to define nursing situations. Emphasis is given to the following nursing situations: Neurological, musculoskeletal,

207 202 sensorial, health alterations in critical care scenarios, and emergency management. Health promotion and primary, secondary and tertiary prevention interventions are emphasized to attain, restore, or maintain wellness. The roles and competencies of the professional nurse are strengthened throughout the course. Nursing care of clients in emergency and critical care scenarios is introduced at this level. One semester, three theory hours per week, six laboratory hours per week. Prerequisites: NURS 305, 310, 311, 404, NURS 420 Six Credits Practicum (Integrated Clinical Nursing Practice) In this fourth-level nursing course, the students are offered the opportunity to perform and refine the previously acquired competencies, using critical thinking, the nursing process, and clinical judgment according to the expected outcomes at this level. The student will demonstrate domain in the pertinent roles of the profession: Provider of care, manager of care, leadership, educator, researcher, and client advocate. Students will have the opportunity to work in collaboration with an interdisciplinary team. The experiences will be diverse and will be designed to be executed in structured and non structured scenarios, demonstrating health promotion and illness prevention activities with the client-system.. One semester, 18 laboratory hours per week. Prerequisites: All nursing courses except NURS 410 and NURS 421 which will be taken concurrently. NURS 421 Four Credits Nursing Board Review This course provides a review and integration of scientific nursing knowledge, with emphasis on common health alterations in: Medical, surgical, mental health, pediatric, community health, maternal-neonatal, and leadership nursing. Also provides strategies and content for students to be prepared to take, and pass, the state board examination. One semester, four theory hours per week. Prerequisites: All nursing courses, except NURS 410 & 420 which can be taken concurrently.

208 203 APPENDIX E FACULTY & STUDENT RATIO TABLES

209 204 BAYAMÓN Table: Faculty/Student Ratios for ADN Program in Classroom and Clinical Courses (Bayamon) Academic Year Course NURS. 101 NURS. 101 Contact Hours 3 Fundamentals of Nursing in Health Promotion of Clients 6 Fundamentals of Nursing in Health Promotion of Clients (Lab.) Course Title Faculty Faculty- Student Ratio I. Ramos 17 G. Berríos R. Torrene 9 8 Table: Faculty/Student Ratios for BSN Program in Classroom and Clinical Courses (Bayamon) Academic Year Course NURS 105 NURS 230 NURS 230 NURS 231 NURS 231 (Lab.) NURS 232 NURS 240 NURS. 305 NURS 305 NURS. 310 Contact Hours Course Title Faculty 3 Introduction to the Nursing Professional Role Bilingual evening Program 3 Nursing Process Evening Bilingual Program 6 Nursing Process (Labs) Bilingual evening Program 2 Adult Health Assessment Evening Bilingual Program 3 Adult Health Assessment Bilingual evening Program 3 Nursing Pathophysiology Bilingual evening Program 3 Pharmacology and Dosage Calculation Applied to Heath Science evening Bilingual Program 3 Mental Health and Psychiatric Nursing Bilingual evening Program 6 Mental Health and Psychiatric Nursing Bilingual evening Program (Lab.) 3 Nursing Care of the Adult- I Bilingual evening Program Faculty- Student Ratio 17 G. Berríos A. Garcia 13 M. Soto 30 C. Romero 20 C. Romero 9 G. Berrios 10 M. Soto 10 M. Soto 10 V. Santiago 9 B. Villanueva 9 C. Romero 9 I. Ramos 16 R. Frugé 15 I. Ramos 10 I. Ramos 6 R. Frugé 15 R. Torrene 12 J. Cruz 11 C. Romero 9 J. Pacheco 8 J. Pacheco 8 A. Garcia 6

210 205 Course NURS. 310 Contact Hours Course Title Faculty 6 Nursing Care of the Adult- I Bilingual evening Program (Lab.) Faculty- Student Ratio C. Romero 6 NURS. 315 NURS. 404 NURS. 404 NURS. 410 NURS Legal Aspects in Nursing evening 3 Nursing Care of Children Bilingual evening Program 6 Nursing Care of Children (Lab) Bilingual evening Program 3 Nursing Leadership and Management Bilingual evening Program 4 Nursing Board Review Bilingual evening Program C. Bigas L. Mestre C. Romero M. Pedroza 7 I. Cruz 7 L. Lebron 15 C. Romero 6 Table: Faculty/Student Ratios for ADN Program in Classroom and Clinical Courses (Bayamon) Academic Year Course NURS. 104 NURS. 107 NURS. 107 (Lab.) NURS 240 NURS. 315 Contact Hours Course Title Faculty Faculty- Student Ratio 3 Fundamentals of Nursing in Health Promotion of Clients E. Pedreira 18 3 Nursing Applied to individual of J. Pacheco 9 psychosocial alteration Evening M. Quiles 17 6 Nursing Applied to individual of C. Tirado 9 psychosocial alteration Evening M. Quiles 10 C. Rivera 7 3 Pharmacology and Dosage Calcuation L. Peña 32 Applied to Heath Science Evening B.Villanueva 20 3 Legal Aspects in Nursing J. Pacheco 31

211 206 Table: Faculty/Student Ratios for BSN Program in Classroom and Clinical Courses (Bayamón) Academic Year Course NURS. 105 NURS 230 NURS 230 NURS 231 NURS 231 NURS 232 NURS 240 Contact Hours Course Title Faculty 3 Introduction to the Nursing Professional Role 3 Nursing Process Bilingual Evening Program 6 Nursing Process Bilingual Evening Program (Lab.) 2 Adult Health Assessment Bilingual Evening 3 Adult Health Assessment Bilingual Evening Program (Lab.) 3 Nursing Pathophysiology Bilingual Evening 3 Pharmacology and Dosage Calculation Applied to Heath Science Bilingual Y. Rodríguez R. Rivera M. Flores M. Carillo A. Garcia Faculty- Student Ratio C. Romero 9 C. Romero 9 A. Capo C. Lopez 13 6 A. Capo 13 C. Lopez 6 M. Soto 12 J. Cruz 7 C. Lebron 7 Table: Faculty/Student Ratios for BSN Program in Classroom and Clinical Courses (Bayamón) Academic Year Course NURS. 310 NURS. 310 NURS. 311 NURS. 311 NURS. 315 NURS. 320 Contact Hours Course Title Faculty 6 Nursing Care of the Adult- I Bilingual Program Evening 6 Nursing Care of the Adult- I Bilingual Program Evening (Lab.) 6 Nursing Care of the Adult- II Bilingual Program Evening 6 Nursing Care of the Adult- II Bilingual Program Evening (Lab.) 3 Legal Aspects in Nursing Evening Bilingual Program 3 Application of Basic Principles of Research in Nursing Practice Evening Bilingual Program Faculty- Student Ratio C. Romero 10 C. Romero 10 A. Garcia 10 C. Lebron 10 L. Mestre B. Villanueva C. Romero S. Rosado 8 NURS Nursing Care of the Adult- III Evening Bilingual Program R. Frugé 8

212 207 Course NURS. 412 Contact Hours Course Title Faculty 6 Nursing Care of the Adult- III Evening Bilingual Program (Lab.) Faculty- Student Ratio A. Marrero 8 NURS 105 NURS 230 NURS 230 NURS 231 NURS 231 NURS 232 NURS. 305 NURS 305 NURS. 310 NURS Introduction to the Nursing Professional Role (Evening) 3 Nursing Process (Evening) 6 Nursing Process (Lab.) (Evening) (Evening) 2 Adult Health Assessment M. Carrillo C. Romero M. Soto M. Mercado A. Almanza M. Rodriguez M. Soto M. Mercado M. Soto M. Flores M. Mercado C. Ortiz M. Soto M. Mercado D. Cartagena M. Mercado R. Ortiz M. Rodriguez V. Díaz L. Bruno C. Ortiz C. Lopez (Evening) 3 (Lab.) V. Díaz M. Fonseca L. Bruno C. Ortiz C. Ortiz C. Ortiz L. Hernandez 3 Nursing Pathophysiology A. Almanza A. Almanza A. Almanza M. Gonzalez 3 Mental Health and Psychiatric Nursing (Evening) 6 Mental Health and Psychiatric Nursing (Evening) (Lab.) 3 Nursing Care of the Adult- I (Evening) 6 Nursing Care of the Adult- I (Lab.) (Evening) M. Quiles C. Rivera M. Quiles M. Quiles C. Rivera M. Rodriguez A. Rodriguez M. Rodríguez M. Soto A. Rodríguez

213 208 Table: Faculty/Student Ratios for BSN Program in Classroom and Clinical Courses (Bayamon) Academic Year Course NURS. 320 NURS. 311 NURS. 311 NURS 315 NURS. 412 NURS. 412 Contact Hours Course Title Faculty 3 Application of Basic Principles of Research in Nursing Practice Evening bilingual Program 3 Nursing Care of the Adult- II Evening bilingual Program 6 Nursing Care of the Adult- II Evening bilingual Program (Lab.) 3 Legal Aspects in Nursing Evening Bilingual Program 3 Nursing Care of the Adult- III Evening bilingual Program 6 Nursing Care of the Adult- III Evening bilingual Program (Lab.) Faculty- Student Ratio C. Romero 8 G. Velez 7 A. Marrero 7 L. Mestre L. Mestre A. Mari J. Pacheco M. Carrillo C. Romero Rhodes Kemley A. Marrero 7 NURS 105 NURS Introduction to the Nursing Professional Role (Evening) 3 Nursing Process (Evening) M. Carrillo C. Romero M. Soto M. Mercado A. Almanza M. Rodriguez NURS Nursing Process (Lab.) M. Soto M. Mercado M. Soto M. Flores M. Mercado C. Ortiz M. Soto M. Mercado D. Cartagena M. Mercado R. Ortiz M. Rodriguez NURS Adult Health Assessment (Evening) V. Díaz L. Bruno C. Ortiz C. Lopez

214 209 Course NURS 231 NURS 232 NURS. 305 NURS 305 NURS. 310 NURS. 310 NURS. 320 NURS. 311 NURS. 311 NURS 315 NURS. 412 NURS. 412 Contact Hours Course Title Faculty 3 Adult Health Assessment (Lab.) 3 Nursing Pathophysiology (Evening) 3 Mental Health and Psychiatric Nursing (Evening) 6 Mental Health and Psychiatric Nursing (Lab.) (Evening) 3 Nursing Care of the Adult- I (Evening) 6 Nursing Care of the Adult- I (Evening) (Lab.) 3 Application of Basic Principles of Research in Nursing Practice Evening bilingual Program 3 Nursing Care of the Adult- II Evening bilingual Program 6 Nursing Care of the Adult- II Evening bilingual Program (Lab.) 3 Legal Aspects in Nursing (Evening) Evening Bilingual Program 3 Nursing Care of the Adult- III Evening bilingual Program 6 Nursing Care of the Adult- III Evening bilingual Program (Lab.) V. Díaz M. Fonseca L. Bruno C. Ortiz C. Ortiz C. Ortiz L. Hernandez A. Almanza A. Almanza A. Almanza M. Gonzalez M. Quiles C. Rivera M. Quiles M. Quiles C. Rivera M. Rodriguez A. Rodriguez M. Rodríguez M. Soto A. Rodríguez Faculty- Student Ratio C. Romero 8 G. Velez 7 A. Marrero 7 L. Mestre L. Mestre A. Mari J. Pacheco M. Carrillo C. Romero Rhodes Kemlly A. Marrero 7

215 210 Table: Faculty/Student Ratios for ADN Program in Classroom and Clinical Courses (Bayamon) Academic Year Course NURS. 101 NURS. 101 (Lab.) NURS 203 NURS. 203 NURS 240 NURS. 251 NURS. 251 NURS 315 CUPEY Contact Hours Course Title Faculty 3 Nursing Process and Basic Skill Evening B. Villanueva E. Perez G. Ferrera 6 Nursing Process and Basic Skill B. Villanueva B. Villanueva B. Villanueva E. Perez M. Rivera L. Bruno D. Torres 4 Nursing Process Applied to the Adult and V. Diaz Aging Clients Part I Evening L. Bruno 6 Nursing Process Applied to the Adult and E. Pedreira Aging Clients Part I Evening (Lab.) B. Villanueva 3 Pharmacology and Dosage Calculation Applied to Heath Science 3 Nursing Process in the Care of the Mother Neonate & Family 6 Nursing Process in the Care of the Mother Neonate & Family (Lab.) Faculty- Student Ratio L. Peña 10 M. Fonseca 8 F. Ponte 8 3 Legal Aspects in Nursing E. Cabrera 35 Table: Faculty/Student Ratios for ADN Program in Classroom and Clinical Courses (CUPEY) Academic Year Course NURS. 101 Contact Hours Course Title Faculty 3 Fundamentals of Nursing in Health Promotion of Clients E. Goicochea Faculty- Student Ratio 37 NURS. 101 Evening 6 Fundamentals of Nursing in Health Promotion of Clients Evening(Lab.) E. Geigel E. Goicochea E. Goicochea E. Goicochea B. Robles H. Amadeo M. Mercado

216 211 Course NURS. 107 NURS. 107 NURS 203 NURS. 203 NURS. 204 NURS. 204 NURS. 251 NURS. 251 NURS. 315 Contact Hours Course Title Faculty 3 Nursing Applied to individual of psychosocial alteration 6 Nursing Applied to individual of psychosocial alteration(lab.) 3 Nursing Process Applied to the Adult and Aging Clients Part I Evening 6 Nursing Process Applied to the Adult and Aging Clients Part I(Lab.) Evening 3 Nursing Process Applied to the Adult and Aging Clients Part II Evening 6 Nursing Process Applied to the Adult and Aging Clients Part II Evening(Lab.) 3 Nursing Process in the Care of the Mother Neonate & Family Evening 6 Nursing Process in the Care of the Mother Neonate & Family(Lab.) Evening 3 Legal Aspects in Nursing Evening Faculty- Student Ratio Y. Santiago 17 A. Serrano A. Serrano R. Rosado R. Rosado R. Rosado R. Rivera R. Rosado C. Mejias C. Borgos H. Amadeos R. Rosado R. Torrene R. Rosado R. Torrene M. Fonseca I. Rodriguez M. Fonseca M. Fonseca Rodriguez Carrasquillo I. Cruz L. Mestre L. Mestre C. Mejias Table: Faculty/Student Ratios for BSN Program in Classroom and Clinical Courses (CUPEY) Academic Year Course NURS 105 NURS 230 NURS 230 Contact Hours Course Title Faculty 3 Introduction to the Nursing Professional Role Evening 3 Nursing Process Evening 6 Nursing Process(Lab.) Evening L. Cabret G. Berrios M. Acevedo L. Cabret M. Mercado M. Acevedo M. Acevedo A. Mari A. Mari B. Robles R. Rivera M. Carrillo Faculty- Student Ratio

217 212 NURS 231 NURS 231 NURS 232 NURS 240 NURS. 305 NURS Adult Health Assessment Evening 3 Adult Health Assessment (Lab.)Evening 3 Nursing Pathophysiology Evening 3 Pharmacology and Dosage Calculation Applied to Heath Science Evening 3 Mental Health and Psychiatric Nursing Evening 6 Mental Health and Psychiatric Nursing (Lab.) Evening L. Cabret E. Geigel V. Santiago Rodriguez M. Fonseca J. Serrano Rodriguez Rodriguez M. Fonseca J. Serrano M. Rivera Rodriguez M. Acevedo G. Gonzalez Rodriguez C. Mojica G. Plata C. Rivera G. Plata G. Plata G. Plata G. Plata C. Rivera M. Marrero C. Rivera J. Torres Gonzalez Table: Faculty/Student Ratios for BSN Program in Classroom and Clinical Courses (CUPEY) Academic Year (Continued) Course NURS. 310 NURS. 310 NURS. 315 Contact Hours Course Title Faculty 3 Nursing Care of the Adult- I Evening 6 Nursing Care of the Adult- I (Lab.) Evening 3 Legal Aspects in Nursing Evening A. Sierra L. Cabret A. Sierra A. Mari C. Bigas I. Cruz A. Sierra M. Carrillo R. Rivera L. Cabret G. Fernández A. Rodriguez I. Cruz L. Mestre L. Mestre G. Fernández Faculty- Student Ratio

218 213 Course NURS. 404 NURS. 404 NURS. 405 NURS. 405 (Lab.) NURS. 410 NURS. 412 NURS. 412 NURS 420 NURS. 421 Contact Hours Course Title Faculty 3 Nursing Care of Children Evening 6 Nursing Care of Children (Lab.) Evening 3 Nursing in Community Health Evening 6 Nursing in Community Health Evening 3 Nursing Leadership and Management Evening 3 Nursing Care of the Adult- III Evening M. Pedroza M. Fonseca M. Carrillo M. Pedroza M. Pedroza M. Pedroza M. Pedroza M. Carrillo A.Rodriguez A.Rodriguez G.Fernandez G.Fernandez M.Maldonado M. Maldonado I. Correa G. Gonzalez I. Correa I. Correa I. Correa I. Correa I. Correa C. Galarza C. Galarza G. Gonzalez G. Gonzalez M. Rivera M. Rivera M Rodriguez M. Rodriguez Faculty- Student Ratio I. Correa 6 R. Gonzalez A. Sierra E. Carrasquillo 6 Nursing Care of the Adult- III (Lab.) Evening R. Gonzalez R. Rivera R. Torrene C. Bigas L. Lebrón C. Mejias C. Borgos A. Sierra G. Fernández 18 Practicum (Integrated Clinical Nursing) M. Bonilla Evening M. Rodriguez 4 Nursing Board Review Evening R. Gonzalez J. Pacheco

219 214 Table: Faculty/Student Ratios for ADN Program in Classroom and Clinical Courses (CUPEY) Academic Year Course NURS. 104 NURS. 107 NURS. 107 NURS 203 NURS. 203 NURS. 204 NURS. 204 NURS. 208 NURS. 208 NURS 240 NURS. 251 NURS. 251 NURS. 315 Contact Hours Course Title Faculty 3 Fundamentals of Nursing in Health Promotion of Clients (Evening) 3 Nursing Applied to the Client- System with Psychosocial Alteration (Evening) 6 Nursing Applied to the Client- System with Psychosocial Alteration (Lab.) (Evening) A. Acevedo A. Acevedo E. Geigel G. Plata G. Plata C. Rivera G. Plata G. Plata G. Plata G. Plata G. Hernández G. Hernández C. Rivera J. Torres M. Quiles Faculty- Student Ratio Nursing Process Applied to the Adult I R. Rosado 25 6 Nursing Process Applied to the Adult I (Lab.) 4 Nursing Process Applied to the Adult II (Evening) 6 Nursing Process Applied to the Adult Part II(Lab.) (Evening) 3 Nursing Process Applied to the Child and Adolescent (Evening) 6 Nursing Process Applied to the Child and Adolescent(Lab.) (Evening) R. Rosado A. Mari I. Cruz R. Rosado E. Geigel R. Rosado R. Rosado C. Borgos V. Santiago C. Mejias M. Pedroza A. Serrano M. Pedroza M. Pedroza L. Nevarez I. Cruz M. Carrillo Pharmacology and Dosage Calculation Applied to Heath Science Y. Rodríguez 24 3 Nursing Process Applied in the Care of S. Vázquez 19 the Mother Neonate & Family 6 Nursing Process Applied in the Care of I. Cruz 9 the Mother Neonate & Family(Lab.) M. Acevedo 10 3 Legal Aspects in Nursing L. Peña 25

220 215 Table: Faculty/Student Ratios for BSN Program in Classroom and Clinical Courses (CUPEY) Academic Year Course NURS 105 NURS 231 NURS 231 Contact Hours Course Title Faculty 3 Introduction to the Nursing Professional Role (Evening) M. Acevedo M. Acevedo L. Cabret L. Cabret M. Díaz L. Cabret Faculty- Student Ratio Adult Health Assessment(Evening) J. Serrano 35 3 Adult Health Assessment (Evening) (Lab.) J. Serrano M.Rivera NURS Nursing Pathophysiology I. Correa Y. Rodriguez NURS Pharmacology & Dosage Calculation applied to Heath Science (Evening) M. Soto C. Mejias NURS 301 NURS 301 NURS. 311 NURS. 311 NURS Nursing Care of the Childbearing Family during the Reproductive Cycle(Evening) 6 Nursing Care of the Childbearing Family during the Reproductive Cycle(Lab.) (Evening) (Evening) (Evening) 3 Nursing Care of the Adult- II (Evening) 6 Nursing Care of the Adult- II (Lab.) (Evening) Legal Aspects in Nursing M. Fonseca M. Fonseca E.Carrasquillo M. Fonseca M. Fonseca M. Fonseca M. Fonseca N. Zamora G. Fernández G. Fernández H. Amadeo E. Geigel I. Correa I. Correa L. Cabret A. Mari R. Rivera R. Rivera I. Correa I. Correa I. Correa H. Amadeo M. Rodríguez G. Fernández Carrasquillo M. Rodríguez

221 216 Course NURS. 320 NURS. 405 NURS. 405 Contact Hours Course Title Faculty 3 Application of Basic Principles of Research in Nursing Practice (Evening) (Evening) L. Mestre L. Mestre L. Mestre G. Gonzalez G. Gonzalez L. Mestre Faculty- Student Ratio Nursing in Community Health M. Diaz 8 6 Nursing in Community Health (Lab.) M. Diaz 8 NURS. 410 NURS Nursing Leadership and Management (Evening) 18 Practicum (Integrated Clinical Nursing) (Evening) (Evening) (Evening) (Evening) M. Pedroza M. Pedroza M. Pedroza M. Bonilla R. González E Goycochea M. Rodríguez M. Soto C. Borgos M. Mercado C. Mejías M. Rivera NURS Nursing Board Review (Evening) R. González R. González J. Pacheco Table: Faculty/Student Ratios for ADN Program in Classroom and Clinical Courses (CUPEY) Academic Year Course NURS 101 NURS 101 Contact Hours Course Title Faculty 3 Fundamentals of Nursing in Health Promotion of Clients (Evening) 6 Fundamentals of Nursing in Health Promotion of Clients (Lab.) (Evening) (Evening) E. Millan E. Millan E. Geigel F. Pinzón F. Pinzón F. Pinzón E. Millan E. Millan E. Millan V. Santiago H. Amadeo L. Nevares C. Borgos Faculty- Student Ratio

222 217 Course NURS. 104 NURS 203 NURS. 203 NURS. 204 NURS. 204 NURS 240 NURS. 208 NURS. 208 NURS. 251 NURS. 251 NURS. 315 Contact Hours Course Title Faculty Faculty- Student Ratio 3 Fundamentals of Nursing in Health Promotion of Clients M. Cotto 7 4 Nursing Process Applied to the Adult I R. Rosado 32 (Evening) E. Geigel 20 6 Nursing Process Applied to the Adult I R. Rosado 9 (Lab.) (Evening) R. Rosado 9 (Evening) R. Rosado 6 L. Santos 8 E. Geigel 10 M. Jimenez 10 4 Nursing Process Applied to the Adult II R. Rivera 21 6 Nursing Process Applied to the Adult II (Lab.) 3 Pharmacology and Dosage Calculation Applied to Heath Science (Evening) 3 Nursing Process Applied to the Child and Adolescent 6 Nursing Process Applied to the Child and Adolescent(Lab.) 3 Nursing Process Applied in the Care of the Mother Neonate & Family 6 Nursing Process Applied in the Care of the Mother Neonate & Family(Lab.) 3 Legal Aspects in Nursing (Evening) L. Peña L. Peña C. Tirado B. Villanueva C. Mejias R. Gonzalez 12 R. Gonzalez 7 R. Gonzalez 5 S. Vázquez 34 W. Cordero W. Cordero W. Cordero L. Ramos L. Mestre C. Mejias Table: Faculty/Student Ratios for BSN Program in Classroom and Clinical Courses (CUPEY) Academic Year Course NURS 105 Contact Hours Course Title Faculty 3 Introduction to the Nursing Professional Role (Evening) J. Pacheco I. Correa Faculty- Student Ratio NURS Nursing Process (Evening) M. Acevedo V. Sanchez M. Rodriguez M. Mercado

223 218 Course NURS 230 (Lab) Contact Hours Course Title Faculty 5 Nursing Process (Evening) (Evening) (Evening) M. Acevedo M. Acevedo A. Pimentel M. Acevedo A. Pimentel A. Mari A. Pimentel D. Torres M. Rodriguez M. Rodriguez M. Rodriguez G. Hera N. Hernandez V. Santiago A. Aponte Faculty- Student Ratio NURS Adult Health Assessment (Evening) L. Camacho J. Pacheco M. Acevedo J. Serrano NURS Adult Health Assessment(Lab.) (Evening) (Evening) J. Pacheco C. Coloma C. Coloma J. Pacheco A. Serrano J. Pacheco J. Serrano M. Rivera NURS 232 NURS 305 NURS 305 NURS Nursing Pathophysiology I. Correa Y. Rodriguez M. Cotto (Evening) N. Correa (Evening) J. Pacheco 3 Mental Health and Psychiatric Nursing G. Plata G. Plata 6 Mental Health and Psychiatric Nursing G. Plata (Lab) G. Plata G. Plata G. Plata C. Rivera A. Serrano 3 Nursing Care of the Adult- I I. Correa I. Correa (Evening) A. Ortiz

224 219 Course NURS. 310 NURS. 315 NURS. 320 Contact Hours Course Title Faculty 6 Nursing Care of the Adult- I (Lab.) (Evening) (Evening) (Evening) 3 Legal Aspects in Nursing (Evening) 3 Application of Basic Principles of Research in Nursing Practice(Evening) I. Correa I. Correa R. Rivera R. Rivera R. Rivera C. Borgos C. Mejias M. Rodriguez L. Mestre L. Mestre L. Mestre L. Mestre Faculty- Student Ratio J. Pacheco 12 NURS. 404 NURS Nursing Care of Children(Evening) M. Pedroza M. Pedroza R. Gonzalez 6 Nursing Care of Children (Lab.) (Evening) (Evening) (Evening) M. Pedroza M. Pedroza M. Pedroza E. Cruz C. Tirado E. Cruz I. Cruz M.Maldonado A. Sosa NURS Nursing in Community Health (Evening) (Evening) M. Marrero M. Marrero G. Gonzalez G. Fernandez NURS Nursing in Community Health(Lab.) (Evening) (Evening) (Evening) (Evening) L. Camacho V. Santiago M. Marrero C. Tirado C. Rivera M. Marrero V. Sanchez M. Marrero G. González N. Hernandez A. Ortiz M. Rivera

225 220 Course NURS. 412 NURS. 412 NURS 420 NURS. 421 Contact Hours Course Title Faculty 3 Nursing Care of the Adult- III (Evening) (Evening) 6 Nursing Care of the Adult- III (Lab.) (Evening) (Evening) (Evening) (Evening) (Evening) (Evening) (Evening) W. Cordero W. Cordero A. Ortiz I. Correa I. Correa L. Peña R. Rivera C. Petty L. Ramos M. Santiago T. Green T. Green C. Borgos C. Mejias N. Hernandez M. Rivera V. Santiago A. Aponte J. Amezquita Faculty- Student Ratio Practicum (Integrated Clinical Nursing) M. Bonilla 7 E. Goicochea 7 4 Nursing Board Review R. González 11

226 221 AGUADILLA Table: Faculty/Student Ratios for ADN Program in Classroom and Clinical Courses (Aguadilla) Academic Year Course Contact Hours Course Title Faculty Faculty Student Ratio Nurs. 101 Nurs 101 (Lab.) 3 Nursing Process and Basic Skill (Evening) 6 Nursing Process and Basic Skill (Evening) (Evening) (Evening) (Evening) Nurs. 3 Nursing Applied to individual of 107 psychosocial alteration Nurs. 6 Nursing Applied to individual of 107 psychosocial alteration (Lab.) Nurs Nursing Process Applied to the Adult and Aging Clients Part I (Evening) Nurs. 203 (Lab.) 6 Nursing Process Applied to the Adult and Aging Clients Part I (Evening) (Evening) Nurs Nursing Process Applied to the Adult and Aging Clients Part II Nurs. 6 Nursing Process Applied to the Adult and 204(Lab.) Aging Clients Part II Nurs Pharmacology and Dosification Applied to Heath Science (Evening) Nurs Nursing Process Applied in the Care of the Mother Neonate & Family (Evening) D. Matías M. Valles M. Santiago R. Méndez K. Caraballo K. Caraballo R. Méndez R. Méndez R. Salas R. Montalvo M. Perez M. Vargas Z. Soto 13 Z. Soto R. Méndez E. Negron O. Mercado 25 E. Hernandez 6 K. Caraballo 8 E. Hernandez 9 M. Vargas 13 R. Montalvo 12 D. Matías 7 E. Hernandez 7 O. Mercado 10 W. Ruiz M. Santiago Nurs Nursing Process Applied in the Care of the Mother Neonate & Family (Evening) (Evening) M. Villanueva Maritza Santiago M. Santiago M. Santiago

227 222 Course Contact Hours Course Title Faculty Faculty Student Ratio Nurs. 208 Nurs. 208 (Lab.) Nurs Nursing Process Applied to the Child and Adolescent (Evening) 6 Nursing Process Applied to the Child and Adolescent (Evening) (Evening) 3 Legal Aspects in Nursing (Evening) D. Matías 14 O. Mercado 20 M. Quintana 9 Maritza Santiago 5 M. Vargas 10 E. Hernández 10 E. Soto 39 Table: Faculty/Student Ratios for BSN Program in Classroom and Clinical Courses (Aguadilla) Academic Year Course Contact Hours Course Title Faculty Faculty Student Ratio Nurs Nursing Process (Evening) M. Villanueva R. Montalvo Nurs 230 (Lab.) 6 Nursing Process (Evening) (Evening) M. Villanueva K. Caraballo M. Perez R. Salas Nurs Adult Health Assessment (Evening) L. Mendez Marisol Perez Nurs 231 (Lab.) 3 Adult Health Assessment (Evening) (Evening) Maritza Santiago Maribel Ríos Marisol Pérez R. Montalvo Nurs Nursing Pathophysiology (Evening) L. Mendez R. Montalvo Nurs Pharmacology and Dosification Applied Z. Soto 6 to Heath Science Nurs Nursing Care of the Childbearing Family L. Mendez 12 during the Reproductive Cycle Nurs Nursing Care of the Childbearing Family M. Santiago 12 (Lab.) during the Reproductive Cycle Nurs Nursing Care of the Adult- I L. Mendez 14 Nurs 310 (Lab.) Nurs Nursing Care of the Adult- I M. Valle M. Valle 3 Legal Aspects in Nursing W. Ruiz (Evening) R. Montalvo

228 223 Course Contact Hours Course Title Faculty Faculty Student Ratio Nurs Nursing in Community Health (Evening) Z. Soto E. Soto Nurs. 405 (Lab.) 6 Nursing in Community Health (Evening) (Evening) (Evening) (Evening) Z. Soto Z. Soto R. Méndez R. Salas E. Soto Nurs. 3 Nursing Leadership and Management L. Mendez Nurs Nursing Care of the Adult- III (Evening) E. Negron O. Mercado Nurs. 412 (Lab.) 6 Nursing Care of the Adult- III (Evening) (Evening) E. Negrón O. Mercado Marisol Perez Nurs Practicum (Integrated Clinical Nursing) M. Quintana 7 Nurs Nursing Board Review K. Caraballo 8 Table: Faculty/Student Ratios for ADN Program in Classroom and Clinical Courses (Aguadilla) Academic Year Course NURS 104 NURS. 107 NURS. 107 NURS 204 NURS. 204 NURS 208 NURS 208 Contact Hours Course Title Faculty Faculty- Student Ratio 3 Fundamentals of Nursing in Health M. Valles 39 Promotion of Clients (Evening) R. Montalvo 37 3 Nursing Applied to individual of Z. Soto 31 psychosocial alteration (Evening) 6 Nursing Applied to individual of psychosocial alteration (Lab.) (Evening) 4 Nursing Process Applied to the Adult and Aging Clients Part II (Evening) 6 Nursing Process Applied to the Adult and Aging Clients Part II (Lab.) (Evening) 3 Nursing Process Applied to the Child and Adolescent (Evening) 6 Nursing Process Applied to the Child and Adolescent (Lab.) (Evening) E. Soto R. Méndez Z. Soto Z. Soto K. Caraballo R. Salas D. Matias R. Montalvo Hernandez Villanueva M. Vargas M. Perez D. Matias R. Montalvo R. Méndez Hernandez M. Vargas Hernandez

229 224 Course NURS. 240 NURS. 251 NURS. 251 NURS. 315 Contact Hours Course Title Faculty Faculty- Student Ratio 3 Pharmacology and Dosage Calculation E. Negron 18 Applied to Heath Science 3 Nursing Process in the Care of the Mother M. Vargas 8 Neonate & Family (Evening) 6 Nursing Process in the Care of the Mother M. Santiago 8 Neonate & Family (Lab.) (Evening) 3 Legal Aspects in Nursing (Evening) E. Soto 38 Table: Faculty/Student Ratios for BSN Program in Classroom and Clinical Courses (Aguadilla) Academic Year Course NURS 105 NURS 231 NURS 231 (Lab.) NURS 232 NURS 305 NURS 305 (Lab.) NURS. 310 NURS. 310 Lab NURS. 311 NURS. 311 (Lab.) NURS. 315 NURS 320 NURS. 405 Contact Hours 3 Introduction to the Nursing Professional Role Course Title Faculty Faculty- Student Ratio M. Quintana R. Montalvo (Evening) 2 Adult Health Assessment K. Caraballo 27 (Evening) 3 Adult Health Assessment A. Maldonado A. Maldonado 14 (Evening) 14 (Evening) 3 Nursing Pathophysiology R. Montalvo A. Maldonado 39 (Evening) 25 (Evening) 3 Mental Health and Psychiatric Z. Soto 8 (Evening) Nursing 6 Mental Health and Psychiatric Z. Soto 8 (Evening) Nursing 3 Nursing Care of the Adult- I L. Mendez 8 6 Nursing Care of the Adult- I M. Villanueva 8 3 Nursing Care of the Adult- II L. Mendez 16 6 Nursing Care of the Adult- II K. Caraballo M. Valle 3 Legal Aspects in Nursing L. Mendez 36 3 Application of Basic Principles of L. Mendez 18 Research in Nursing Practice Z. Soto 11 (Evening) 3 Nursing in Community Health E. Soto 29 (Evening) 8 8

230 225 Course NURS. 405 (Lab.) NURS 410 NURS. 412 NURS. 412 (Lab.) Contact Hours Course Title Faculty Faculty- Student Ratio 6 Nursing in Community Health R. Salas 18 (Evening) 11 (Evening) Nursing Leadership and O. Mercado 28 (Evening) Management 3 Nursing Care of the Adult- III E. Negron 6 M. Perez 27 (Evening) 6 Nursing Care of the Adult- III E. Negrón 6 L. Méndez 9 (Evening) M. Perez 9 (Evening) M. Perez 9 (Evening) Table: Faculty/Student Ratios for ADN Program in Classroom and Clinical Courses (Aguadilla) Academic Year Course NURS 101 NURS 101 NURS 107 NURS 107 NURS 203 NURS. 203 (Lab.) NURS. 251 NURS. 251 (Lab.) Contact Hours 3 Nursing Process and Basic Skill (Evening) 6 Nursing Process and Basic Skill (Lab.) Course Title Faculty Faculty- Student Ratio L. Mendez 32 E. Hernandez 35 (Evening) (Evening) (Evening) (Evening) 3 Nursing Applied to individual of psychosocial alteration 6 Nursing Applied to individual of psychosocial alteration (Lab.) 4 Nursing Process Applied to the Adult I (evening) 6 Nursing Process Applied to the Adult Part I (evening) (evening) 3 Nursing Process Applied in the Care of the Mother Neonate & Family(Evening) 6 Nursing Process Applied in the Care of the Mother Neonate & Family (Evening) (Evening) E. Hernandez E. Hernandez D. Matias R. Salas O. Mercado M. Rios M. Velez Z. Soto 13 R. Mendez 13 L. Mendez R. Montalvo L. Méndez Villanueva M. Valles Rodriguez R. Montalvo W. Ruiz M. Vargas M.Villanueva M. Santiago M. Vargas M. Santiago

231 226 Course NURS. 208 NURS. 208 (Lab.) Contact Hours Course Title Faculty Faculty- Student Ratio R. Montalvo 12 3 Nursing Process Applied to the Child and Adolescent 6 Nursing Process Applied to the Child and Adolescent Rodriguez M. Rios (Evening) 6 (Evening) 6 (Evening) Table: Faculty/Student Ratios for BSN Program in Classroom and Clinical Courses (Aguadilla) Academic Year Course NURS 230 NURS 230 (Lab) Contact Hours Course Title Faculty Faculty- Student Ratio 17 3 Nursing Process K. Caraballo R. Montalvo Nursing Process R. Mendez A. Maldonado M. Perez R. Salas (Evening) 10 (Evening) NURS Adult Health Assessment L. Méndez Marisol Perez NURS 231 (Lab.) NURS 232 NURS 240 NURS 301 NURS 301 NURS Adult Health Assessment L. Mendez R. Mendez A. Maldonado A. Maldonado 3 Nursing Pathophysiology K. Carraballo R. Montalvo M. Rios 3 Pharmacology and Dosage calculation K. Carraballo 18 3 Nursing Care of the Childbearing Family during the Reproductive Cycle 6 Nursing Care of the Childbearing Family during the Reproductive. A. Maldonado W. Ruiz E. Negron A. Maldonado M. Santiago M. Santiago 3 Nursing Care of the Adult- I K. Caraballo E. Negron (Evening) 16 (Evening) (Evening) 29 (Evening) (Evening) (Evening) 7 (Evening) (Evening)

232 227 Course NURS. 310 (Lab.) NURS. 311 NURS. 311 (Lab.) NURS. 315 NURS. 404 NURS. 404 (Lab.) NURS. 405 NURS. 405 (Lab.) NURS. 410 NURS. 412 NURS. 412 (Lab.) NURS 420 NURS. 421 Contact Hours Course Title Faculty Faculty- Student Ratio 6 Nursing Care of the Adult- I M. Valles N. Caban M. Valles 3 Nursing Care of the Adult- II A. Maldonado 10 6 Nursing Care of the Adult- II N. Caban (Evening) Legal Aspects in Nursing W. Ruiz E. Soto (Evening) 30 (Evening) 3 Nursing Care of Children A. Maldonado 7 6 Nursing Care of Children L. Mendez 7 3 Nursing in Community Health K. Caraballo Z. Soto 6 Nursing in Community Health (Evening) (Evening) (Evening) K. Caraballo A. Santiago E. Soto E. Soto R. Salas (Evening) Nursing Leadership and Management M. Quintana 6 (Evening) 3 Nursing Care of the Adult- III E. Negron 21 6 Nursing Care of the Adult- III K. Caballero E. Negron 18 Practicum (Integrated Clinical Nursing) M. Quintana O. Mercado 4 Nursing Board Review M. Quintana J. Recio (Evening)

233 228 Table: Faculty/Student Ratios for BSN Program in Classroom and Clinical Courses (Aguadilla) Academic Year Course NURS 420 Contact Hours Course Title Faculty Faculty- Student Ratio 18 Practicum (Integrated Clinical M. Quintana 7 Nursing) O. Mercado 14 (Evening) NURS Nursing Board Review L. Mendez M. Quintana 9 12 (Evening)

234 229 APPENDIX F BIO- SKETCH OF ADMINISTRATORS

235 230 BIOGRAPHICAL SKETCH NAME: POSITION TITLE: Lourdes Maldonado Ojeda, RN, EdD University Name and Location UNIVERSIDAD METROPOLITANA OF PUERTO RICO Dean: School of Health Sciences Cupey, Bayamón, and Aguadilla Puerto Rico Phone: (787) Ext: 6423 Address: PO Box San Juan, Puerto Rico FAX: Academic Credentials INSTITUTION AND LOCATION DEGREE DATE FIELD OF STUDY Catholic University of Ponce Puerto Rico BSN 1968 Nursing Catholic University of Ponce Puerto Rico MSN 1875 Education: Counseling and Guidance University of Puerto Rico, Medical Sciences Campus MSN in Nursing MSN 1983 Maternal Child Nursing & 2 nd specialty in Family & community Health Inter American University of Puerto Rico EdD 1996 Educational Administration PROFESSIONAL EXPERIENCE Date Dean: School of Health Sciences Universidad Metropolitana present University of Catholic University of Puerto Rico, Coordinator & Professor of the University of Graduate Nursing Program Catholic University of Puerto Rico, Chair of Nursing Department Catholic University of Puerto Rico - Professor José N. Gándara School: Instructor

236 231 SCHOLARLY ACTIVITIES Director HRSA: SENDAS Students for Excellence in Nursing: Diversity and Academic Success. PI & Executive Director Two Grant writing and Proposal submitted to Department of Health and Human Services, Nursing Grant Program, ARRA Equipment funds FY 2010 for, Bayamón and Cupey Campus. HRSA Reviewer- grant proposals Director: Títle V, Federal Proposal, Department of Education. PUCPR PI & Executive Director Executive Director for the Institutional Curricular Revision PUCPR President of the Puerto Rico Board of Nursing Committee for the Revision of Law 9 Committee for the Revision of the Board Exam Committee for Advance Practice in Anesthesia Catholic University of Puerto Rico: Coordinator of the collaborative program for the Veterans Administration Hospital to prepare Adult Nurse Practitioners Participation in the validation of instruments for doctoral research studies and master s study, students in UMET and PUCPR. Certification in Managed Care John Hopkins, John Hopkins Academy PI and Executive Director: Fund for the Improvement of Post Secondary Education (FIPSE) for Institutional curricular revision. PUCPR December Proposal Director: HRSA: Outreach Program for Excellence in Nursing OPEN, UMET. July Research: 1992 Retention Strategies for University Students 1993 Learning Styles of Nursing Students Proposal for an innovative BSN Program: Three-year Program, Associate Degree, and Associate Degree for Practical Nursing 1987 Effects of Board Review courses on passing the PR Nursing Board Exam Relationship between the style of Leadership of academic administrators and the grade of satisfaction with organizational climate in an Institution of Higher Education (1996- Doctural Dissertation) Advisor/Reviewer for: Alfaro-LeFevre, R. (2009). Critical thinking and clinical judgment: A practical approach to Outcome-Focused Thinking (4 th ed.). St. Louis: Saunders

237 Moderator: Cardiovascular Congress, SUAGM & member of the Health Symposium of SUAGM Advisory Board Course on Manager Academy (UMET) Moderator: Hepatitis Congress, SUAGM Evaluator of CES (PR Board of Education) for the following programs: Masters in Public Health with a specialty in Midwifery RCM-UPR Masters in Primary Care and Community Health UIA- Arecibo 2005 Ethical-Moral Aspects of Education of Nursing Professionals Moderator and speaker : Cardiology Congress, SUAGM Evaluator for Research projects at the 15th Nursing Research Conference: Veterans Hospital SCHOLARLY ACTIVITIES Member of the UMET IRB Member of Colegio Profesionales Enfermería de PR Comission of Law Revision Comission of Economic Security Member of Sigma Theta Tau National Nurses Honor Society National League for Nursing Accrediting Commission (NLNAC) Self-Study Forum, Las Vegas Hilton, April 4-5, National League for Nursing Accrediting Commission (NLNAC)- Site visitor certification Co author of Proposal to establish Master Degree in Nursing (CNS) UMET 2005.

238 233 NAME: BIOGRAPHICAL SKETCH POSITION TITLE: GLORIA E. ORTIZ University Name and Location UNIVERSIDAD METROPOLITANA OF PUERTO RICO Associate Dean: School of Health Sciences Cupey, Bayamón, and Aguadilla Puerto Rico Phone: (787) Ext: 6422 Address: PO Box San Juan, Puerto Rico FAX: Academic Credentials INSTITUTION AND LOCATION DEGREE DATE FIELD OF STUDY University of Puerto Rico, Medical Sciences Campus BSN 1972 Nursing BSN in Nursing University of Puerto Rico, Medical Sciences Campus MSN 1977 Nursing MSN in Nursing Inter American University of Puerto Rico EdD 1992 Curriculum & Instruction PROFESSIONAL EXPERIENCE Date Professor and Associate Dean School of Health Sciences, Metropolitan University (UMET), Ana G. Méndez University System Acting Director Nursing Department, School of Health Sciences, Metropolitan University, Ana G. Méndez University System Associate Dean for Academic Affairs Professor: School of Nursing (SON), Medical Sciences Campus (MSC), University of Puerto Rico (UPR) January 18, present August, present August 2005 January 15, 2011 January, September 2010

239 234 PROFESSIONAL EXPERIENCE Date Inter American University of Puerto Rico, Bayamón Campus Chairperson, Health Sciences Department Director School of Nursing Inter American University of Puerto Rico August May 2005 August 1983 to December 1988 Director School of Nursing Inter American University of Puerto Rico August 1992 to December 2000 General Duty Nurse Medicine Ward & Gynecologic Operating Room Nursing In Service Education, Allergy Clinic Nurse Bayamón Regional Hospital, P. R. Department of Health. SCHOLARLY ACTIVITIES Dissemination of research findings of doctoral dissertation in an International Conference, Bolzano, Italy, in Panama, and in Veterans Administration Research Day Coordination and collaboration in the writing of the HRSA 2010 funding proposals for the Family Nurse Practitioner Program, the project Promoting Advanced Technology and Informatics Skills to Enhance Nursing Teaching and Practice (PATIENT), and Reinventing Nursing Education Through Technology to Enhance Curricular Outcomes for Safer Holistic Practice (RN/TECH). Grant Writing and Proposal submitted to Department of Health and Human Services, Nursing Workforce Diversity Grant Program FY 2004 for a Nursing Preceptor Program (Approved, not funded). Inter American University, Bayamón Campus Publications: Ortiz, G. (1985). Nursing in the field of occupational health. Boletín, 1(3). Ortiz, G. (1988). Social forces that will shape the future of nursing education and nursing service. Boletín, 1(3). Ortiz G. (1996). The health of Puerto Ricans. In S. Torres (Ed.), Hispanic voices: Hispanic health educators speak out (pp ). New York: NLN Press Pub No Doctoral Dissertation: Ortiz G. (1992). Diagnostic Reasoning Skills of Baccalaureate Nursing Students: Implications for Curriculum and Instruction Evaluator of abstracts and student presentations at the XXX Annual Forum on Research and Education of the Medical of the Medical Sciences Campus, University of Puerto Rico, March Collaboration in the development and evaluation of curricular proposals for nursing, medical emergencies, pharmacy technician, music, environmental sciences, psychology and evaluation of many others as member and leader of the Academic Senate Curriculum Committee at the Metropolitan Campus of the Inter American University of Puerto Rico Co-Chair Steering Committee Self-Study for professional re-accreditation of baccalaureate and associate nursing programs by National League for Nursing (NLN) on February, 2012.

240 235 Nursing Department, School of Health Sciences, Metropolitan University, Ana G. Méndez University System SCHOLARLY ACTIVITIES Review of Self-Study for professional accreditation of baccalaureate program by NLNAC of Aguadilla Campus Department of Nursing, Inter American University of Puerto Rico. January-June Program was accredited. Consultant for professional accreditation by NLNAC and review of Self-Study of baccalaureate program of Arecibo Campus Department of Nursing, Inter American University of Puerto Rico. August 2006-June Program was accredited.

241 236 BIOGRAPHICAL SKETCH NAME: POSITION TITLE: Rebecca S. Frugé, RN, PhD Director: Graduate Nursing Program Baccalaureate Nursing Program Associate Degree Nursing Program University Name and Location UNIVERSIDAD METROPOLITANA OF PUERTO RICO Bayamón Campus Phone: Address: (787) Ext: 8253 PO Box 278 Bayamón, Puerto Rico Academic Credentials INSTITUTION AND LOCATION DEGREE MM/YY FIELD OF STUDY Loyola University of New Orleans, Louisiana BSN 01/1991 Nursing Louisiana State University of New Orleans, Louisiana MSN 01/1993 Nursing Capella University of Minneapolis Minnesota PhD 01/2001 Higher Education Administration PROFESSIONAL EXPERIENCE Universidad Metropolitana School of Health Sciences Director of BSN & ADN Programs School of Health Sciences Date Aug.1,2011 To present Universidad Metropolitana School of Health Sciences Director of BSN Bilingual Program Universidad Metropolitana School of Health Sciences Director of MSN Program Inter American University of Puerto Rico Associate Director of Nursing Nov /10/2006 To present 08/01/05-01/01/06 Inter American University of Puerto Rico Coordinator English Trimester Nursing Program 11/15/95 08/01/05 PROFESSIONAL EXPERIENCE Date Louisiana State University at Eunice 12/93-

242 237 Nursing Faculty 8/1995 Savoy Medical Center of Mamou Louisiana 1988/95 Staff Nurse ICU Moosa Memorial Hospital Eunice Louisiana 8/62-69 Staff Nurse Medical-Surgical, O.B., E.R., Surgery Scrub SCHOLARLY ACTIVITIES Advisor/Reviewer for: Alfaro-LeFevre, R. (2005). Applying Nursing Process: Promoting Collaborative Care (6 th ed.) St.Louis: Lippincott. Alfaro-LeFevre, R. (2004). Critical thinking and clinical judgment: A practical approach. St. Louis: Saunders. Alfaro-LeFevre, R. (2009). Critical thinking and clinical judgment: A practical approach to Outcome-Focused Thinking(4 th ed.). St. Louis: Saunders Ignatavicius, D. & Workman, L. (2002). Medical surgical nursing: Critical thinking for Collaborative Care (4 th ed.) Philadelphia: W.B. Saunders. Reviewed one chapter. Lewis, S., Heitkemper, M. & Dirksen, S. (2000). Shock (Review of chapter). Medical surgical nursing: Assessment and management of clinical problems (5th ed.) Mosby. Polaski, A. & Tatro, S. (1996). Musculoskeletal system (Review of 4 chapters) Luckmann's Core Principles and Practice of Medical-Surgical Nursing Philadelphia: W. B. Saunders Polaski, A. & Tatro, S. (1996). Cardiovascular system (Reviewed 2 chapters) Luckmann's Core Principles and Practice of Medical-Surgical Nursing Philadelphia: W. B. Saunders Co. Polaski, A. & Tatro, S. (1996). Respiratory system (Review of 2 chapters) Luckmann's Core Principles and Practice of Medical-Surgical Nursing Philadelphia: W. B. Saunders Co. Polaski,A. & Tatro, S. (1996). Reproductive system (Review of 3 chapters) Luckmann's Core Principles and Practice of Medical-Surgical Nursing Philadelphia: W. B. Saunders Co. Research and Publications: Frugé, R. (1993). Needs of Cajun families of intensive care patients. Unpublished master's research proposal, Louisiana State University Medical Center, New Orleans, Louisiana. Frugé, R. (1995). An uncommon experience in nursing. Impulso,4(10), 8-9. Frugé, R. & Beary, E. (1997). Therapeutic touch: Is this nursing? Impulso,1(3),

243 238 Frugé, R. (2000). Case management: Critical pathway for CVA (DRG #14). Impulso,1 (3), Frugé, R. (2001). Learner perception of mentoring and facilitating mentor qualities in a university setting. Minneapolis MN: Capella University. Member of: Sigma Theta Tau, National Nursing Honor Society, Epsilon Nu Chapter, Present (2012) Member of Site Visitor for the National League for Nursing Accrediting Commission (NLNAC) Member of Evaluation Review Panel (ERP) National League for Nursing Accrediting Commission (NLNAC)

244 239 BIOGRAPHICAL SKETCH NAME: POSITION TITLE: Zulma Soto Hernández, RN, PhD Director of ADN & BSN Nursing Programs Universidad Metropolitana Aguadilla University Center University Name and Location UNIVERSIDAD METROPOLITANA OF PUERTO RICO Aguadilla Campus Phone: (787) Address: Apartado 70 Aguadilla, PR Academic Credentials INSTITUTION AND LOCATION DEGREE Date FIELD OF STUDY Inter American University of San Germán PR BSN 1986 Nursing Pontifical Catholic University of Ponce Puerto Rico MSN 1993 Mental Health and Psychiatry Education Role Pontifical Catholic University of Ponce Puerto Rico PhD 2007 Clinical Psychology PROFESSIONAL EXPERIENCE Date Director: Universidad Metropolitana (UMET) of Aguadilla Nursing Programs 2008-present Coordinator UMET Nursing Programs Administration of Mental Health & Addiction Services ASMMCA Psychiatric Hospital Aguadilla; Orientation of new employees & Graduate Staff Nurse Evaluation of Emergency Room screening Part Time Faculty; courses in Mental Health & Psychiatric Nursing; Pharmacology, and Fundamentals of Nursing

245 240 SCHOLARLY ACTIVITIES Member of the Self-Study Committee for the re-accreditation of the ADN & BSN Programs at the Universidad Metropolitana of Puerto Rico Presentation: Development of Autism in Children in the Health Congress at the University of Mayaguez, Puerto Rico Member; Association of Nurse Educators of the Puerto Rico Professional Association Continuing education in: Sr. Callista Roy s Adaptation Model Professional Development in: The Patient s Clinical Documentation Professional Development in: Educational Congress on Technology and its Transcendental Impact on Nursing Education Professional Development in: Understanding and Treatment of Mental and Emotional Conditions in Children and Adolescents Professional Development in: Administration of tuberculin as in Administrative Order #201 of the 23 of September, 2005.

246 241 APPENDIX G CURRICULUM ORGANIZER FRAMEWORK

247 242 Overview of Curriculum Organizing Framework The nursing faculty selected an eclectic conceptual framework to organize the curriculum of both ADN and BSN programs. The framework reflects the integration of concepts and sub-concepts from Betty Neuman s System Model pertaining to Person as a client-system with basic structure variables in continuous interaction; Environment, which is viewed through its relationship with stressors affecting the client-system stability; Health is reflected as a wellness-illness continuum in which primary, secondary and tertiary preventive interventions play an essential role. In addition, Nola Pender s Health Promotion sub-concept was also integrated into the Health concept. The Nursing Process and the Professional Roles and Competencies of Nursing Practitioners was integrated into the framework as a sub-concept of nursing. These sub concepts provide the foundation for the development of outcomes and competencies throughout the curriculum. Curriculum Organizational Framework The Department of Nursing uses an eclectic framework for the organization of its ADN and BSN programs curricula. The faculty chose Betty Neuman Health Care System Model, Nola Pender Health Promotion Model, ANA nursing process concepts, the Puerto Rico Board of Nurse Examiners (law # 9), which regulates nursing practice in Puerto Rico, and the American Association of Colleges of Nursing (AACN) as sources for nurse s roles and competencies. The organizing framework consists of four major concepts: Client System, Environment, Health, and Nursing. Six sub concepts representing the major concepts were chosen to integrate operationally and unify the framework throughout both

248 243 programs curricula. They are carried in a logical, sequential and progressive way through the programs. Theories, Model, Concepts Major Sub-Concept and Sources Concept B. Neuman System Model Client-system Basic structure variable: physiologic, psychological, sociocultural, developmental, and spiritual B. Neuman System Model Environment Internal & external environment Stress factors B. Neuman System Model N. Pender Health promotion Model Health Wellness-Illness Continuum Levels of Prevention Health Promotion P.R. Nursing practice Law #9, Nursing Professional Roles and Competencies Nursing Process AACN and other sources Client System American NursesAssociation (ANA) A client system refers to an individual, family group or a community. It is a composite of physiological, psychological, sociocultural, developmental, and spiritual variables considered simultaneously. The five variables function harmoniously or are stable in relation to internal and external environmental stressors influences (Neuman, 2002). The five client system variables are within the basic structure, as well as the flexible line of defense, the normal line of defense, and the line of resistance. These function essentially as protective mechanisms for the basic structure to protect client system integrity. The basic structure consists of basic survival factors common to the species, such as: variables contained within it, innate or genetic response pattern, and the strength or weakness of body organs. Each line of defense and resistance contains similar protective elements related to the five variables. The flexible line is the outer line

249 244 surrounding the normal (solid) line of defense. It acts as a protective buffer against stressors made up of all variables affecting a person at any moment. The normal line of defense represents what the client has become, the state to which the client has evolved over the time, or the usual wellness level. The line of resistance protects the basic structure; it contains certain known and unknown internal and external resource factors that support the client s basic structure and the normal line of defense, thus protecting system integrity Environment The environment includes all internal and external factors or influences surrounding the client system (Neuman, 2002). Client and environment have a reciprocal relationship. A client system is constantly affected by stressors from the internal, external, or created environment. Stressors are tension-producing stimuli that have the potential to disturb a person s equilibrium or normal line of defense. Stressors may be of three types: Intrapersonal: forces arising from within the person Interpersonal : forces arising between persons Extrapersonal: forces arising from outside the person Resistance to stressors is provided by a flexible line of defense. If the flexible line of defense is not longer able to protect the person against a stressor, the stressor breaks through, disturbs the person equilibrium, and triggers a reaction. The reaction may lead toward restoration of balance or toward death, depending on the internal lines of resistance that attempt to restore balance. The client is a system of both input and output related to intrapersonal, interpersonal and extrapersonal environment influences

250 245 interacting with the environment by adjusting to it, or as a system, adjusting the environment to itself. Health The health or wellness of the system is a continuum where wellness and illness are on opposite ends. The health of the client is envisioned as being at various, changing levels within a normal range, rising or falling throughout the life span because of basic structure factors and satisfactory or unsatisfactory adjustment by the client system to environmental stressors. Health is a manifestation of living energy available to preserve and enhance system integrity. The energy flow is continuous between the client system and the environment. Client movement is toward wellness when more energy is being generated than used; when more energy is required than is being generated, movement is toward illness and possible death. The major concern for nursing is in keeping the client system stable through accuracy in assessing the effects and possible effects of environment stressors and in assisting client adjustments required for an optimal wellness level. Nursing actions are initiated to best retain, attain, and maintain optimal client health or wellness, using the three preventions as interventions to keep the system stable. The point of entry into the health care system for the client is at the primary prevention level (before a reaction to stressors has occurred), at the secondary prevention level (after a stressor reaction has occurred), or at the tertiary prevention level (following treatment of a stressor reaction). The primary prevention is used as wellness retention, that is, to protect the client system s normal line of defense or usual

251 246 wellness state by strengthening the flexible line of defense. Primary prevention is a component as intervention modality. The goal is to promote client wellness through a variety of strategies for health promotion. "Health promotion behavior is motivated by the desire to increase wellbeing and actualize human health potential (Pender 1996). People must take responsibility for their own lifestyle choices. Health promoting lifestyle activities might promote feelings of vitality, vigor, improved mood and affect, flexibility, relaxation, confidence, and harmony. Some significant variables include: motivation for change, perceived selfefficacy, supportive relationships, knowledge of benefits, perceived control, positive reinforcement and others. The nurse can help facilitate changes in behavior, but only for a sufficient motivated client by educating facilitating and advising. Secondary prevention is used as wellness attainment, that is, to protect the basic structure by strengthening the internal lines of resistance. The goal is to provide appropriate treatment of symptoms to attain optimal client system stability or wellness and energy conservation. Treatment could begin at any point following the occurrence of symptoms. Maximum use of existing client internal and external resources would be considered in an attempt to stabilize the system by strengthening the internal lines of resistance, thus reducing the reaction. Tertiary prevention is used as wellness maintenance, that is, to protect client system reconstitution or return to wellness following treatment. The goal is to maintain an optimal wellness level by supporting existing strengths and conserving client system energy. Tertiary prevention can begin at any moment in client reconstitution following

252 247 treatment that is, when some degree of system stability occurred. One or all three prevention modalities give direction to, or may be simultaneously used for nursing action. The nursing curriculum includes concentration courses and general education courses in English, Sciences, Psychology, Sociology, Spanish, Math, Humanities and Computers. These courses help students increase their ability to express (orally, written), understand human responses, solve quantitative problems, increase their understanding of the impact of the past history in present values of the society, understand deviations in human conduct, and develop knowledge of human body and microbiology for health promotion, restoration and illness prevention. In the year 2010 the general education component of the curriculum was revised to include a three credit hour course entitled First Year Introduction Seminar (FYIS). The purpose was to offer students strategies to adapt to university life. Concentration courses for both programs include maternal child nursing, pediatrics, medical-surgical nursing, psychiatric nursing, pharmacology. Baccalaureate Program also includes Pathophysiology, Physical Exam, and Community Nursing. All courses contribute to the development of students competencies and to the achievement of outcomes established for the programs. The following table illustrates general components of both programs.

253 248 APPENDIX H SYSTEMATIC EVALUATION PLAN

254 Criterion 1.1 The mission/philosophy and outcomes of the nursing education unit are congruent with those of the governing In 2005 The School of Health Sciences was established. The mission of the School is congruent with this mission. Maintenance ADN & BSN Self-Study 249 NLNAC Standard: I Mission and Administrative Capacity School of Health Sciences Department of Nursing BSN/ ADN SN Program SYSTEMATIC PLAN FOR PROGRAM EVALUATION PROGRAM EVALUATION organization. Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Actions for Program Development, Maintenance, or Revision Congruency of UMET mission with the nursing education unit mission and outcomes. 100% congruency of Nursing Program mission and outcomes with UMET mission. Every five years and as needed when changes occur Comparative analysis of mission and outcomes of UMET, Nursing Program and the School of Health Science. Program outcomes and the Nursing program s mission are a 100 % congruent with UMET s mission and the School of Health

255 NLNAC Standard: I Mission and Administrative Capacity Criterion: 1. 2 The governing organization and nursing education unit ensure representation of students, faculty, and administrators in ongoing governance activities Evidence of participation in minutes of Administrative Council and Academic Board. Next year new faculty will be named in UMET governing bodies ADN & BSN Self-Study 250 Component Expected level of Achievement (or program terminology) Nurse administrator participation in UMET governance activities. PLAN IMPLEMENTATION The nursing program s administrator, participates in one or more UMET s governance activities / committees. Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Annually Administration report, meeting minutes As established in the Institutional By laws the participation of administrators in the governing body is as follows: the Deans participate in the Administrative Council and the Associate Deans and Directors participate in the Academic Board. All nursing administrators have participated regularly in these governing bodies. In addition the dean of the School participates in Science, Technology and Engineering, Math plus Health (STEM H) and Health Symposiums Advisory Board and IRB. Actions for Program Development, Maintenance, or Revision Continue to encourage faculty to participate in governance activities. Next year new faculty will be named in UMET governing bodies. Evidence in minutes of Administrative Council and Academic Board and the office of the President. Maintenance Faculty participation in UMET governance Faculty members participate in UMET governance activities / committees. Annually Analysis of documented reports to evidence faculty participation in UMET governance As established in the Institutional By laws the participation of faculty in the governing body is as follows: one member of faculty participate in the Administrative Council and one member of faculty participate in the

256 251 Academic Board. Nursing faculty have participated regularly in these governing bodies. In addition some faculty members are participating in the Steering Committee for MSCHE reacrediation. See Administrative Council and Academic Board minutes. Maintenance Faculty participation in the Nursing Program s committees/activities. All faculty members participate in one or more nursing program s committees / activities Annually Review and analysis of faculty annual appointments to unit s committees/or other unit activities 100 % Faculty participate in the Nursing Program s committees. At the beginning of the academic year faculty members are named to unit committees Participation in Committees is will be promoted. Maintenance Student s participation in the nursing program and governing activities / committees. Nursing students participates in nursing program s activities / committees Annually Analysis of student s participation reports. Students participates in nursing program committees and activities Maintenance and development. Participation of students in nursing unit committees is limited. At present the vicepresident and the secretary of UMET Student Council are fron the Nursing Department.

257 Actions for Program Development, Maintenance, or Revision Maintain contracts with collaborating agencies updated. See tables ADN & BSN Self-Study 252 NLNAC Standard: I Mission and Administrative Capacity Criterion: 1.3 Communities of interest have input into program processes and decision making. Component Expected level of Achievement (or program terminology) Communities of interest input into program s processes and decision making. PLAN IMPLEMENTATION Frequency of Assessment Communities of interest offer input into program s processes and decision making. Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Annually Analysis of activities with communities of interest (Advisory Board and Hospital administrators) evaluation of their input to the program s processes. NLNAC Standard: I Mission and Administrative Capacity Communities of interest offer input into program s processes and decision making. An Advisory Board was named in Actions for Program Development, Maintenance, or Revision Advisory Board will continue meet with Nursing Program representatives for input. Maintenance See Advisory Board minutes. Criterion: 1.4 Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community. PLAN IMPLEMENTATION Component Expected level of Achievement (or program terminology) Partnerships Partnerships exist that promote excellence in nursing education in all three locations Frequency of Assessment Assessment Method/s* Annually Evaluation of partnerships between UMET and health-care facilities for Nursing Program s students practice. Results of Data Collection and Analysis Including actual level/s of achievement All health-care facilities provide for the development of students skills, attitudes, and knowledge.

258 Actions for Program Development, Maintenance, or Revision Maintenance NLNAC Standard: I Mission and Administrative Capacity Criterion 1.6 The nurse administrator has authority and responsibility for the development and administration of the program and has adequate time and resources to fulfill the role responsibilities. Actions for Program Development, Maintenance, or Revision See job description and annual evaluations. Maintenance Maintenance See contracts ADN & BSN Self-Study 253 NLNAC Standard: I Mission and Administrative Capacity Criterion: 1. 5 The nursing education unit is administered by a doctorally prepared nurse PLAN Component Expected level of Achievement (or program terminology) Frequency of Assessment IMPLEMENTATION Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Nursing Program administrator Academic credentials 100% of required qualifications for position are met by the Nursing Program administrators at Cupey, Bayamón and Aguadilla; including a Doctorate from an accredited institution. On the day of appointment and annually. Analysis of academic credentials, curriculum vitae, certification/licenses Nursing Program s administrators meets 100% of academic credentials in all three locations. Dr. Zulma Soto: Aguadilla Dr. Rebecca Fruge: Bayamón Dr. Gloria Ortiz: Cupey PLAN Component Expected level of Achievement (or program terminology) Authority and responsibility Time and resources Administrators have authority and responsibility for the development and administration of the program Administrator has adequate time and resources to fulfill the role responsibilities. Frequency of Assessment Annually Revision of administrator s responsibilities. IMPLEMENTATION Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Administrator has authority and responsibility for the development and administration of the program Annually Revision of resources available. Directors, of the nursing unit at three locations have full time positions as administrators.

259 Continue receiving faculty and staff input for budget assignment. Maintenance ADN & BSN Self-Study 254 NLNAC Standard: I Mission and Administrative Capacity Criterion: 1.7 With faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates for equity within the unit and among other units of the governing organization. PLAN Component Expected level of Achievement (or program terminology) Frequency of Assessment Assessment Method/s* IMPLEMENTATION Results of Data Collection and Analysis Including actual level/s of achievement Actions for Program Development, Maintenance, or Revision Authority to prepare and administer the program budget The nurse administrator has the authority to prepare and administer the program budget Annually Evaluation of operational budget The Dean of the School of Health Sciences is in charge of the budget petition with input from program directors and faculty at Cupey and Bayamón. In Aguadilla the Center Director is in charge of the budget petition with input of nursing faculty and director. NLNAC Standard: I Mission and Administrative Capacity Criterion 1.8 Policies of the nursing education unit are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; differences are justified by the goals and outcomes of the nursing education unit. PLAN Component Expected level of Achievement (or program terminology) Policies of the nursing education unit Are comprehensive, provide for the welfare of faculty and Policies of the nursing education unit are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; differences are justified. Frequency of Assessment IMPLEMENTATION Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Once a year Review of the nursing education unit policies; UMET faculty and staff Manual Policies of the nursing education unit are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization. The only difference in salary justified by difficult recruitment. Actions for Program Development, Maintenance, or Revision Continue reviewing policies to ensure congruency. Maintenance See standard 5

260 Criterion 1.9 Records reflect that program complaints and grievances receive due process and include evidence of resolution. Actions for Program Development, Maintenance, or Revision Continue addressing complaints and grievances to assure students and faculty right are respected. Maintenance See evidence in Nursing Department ADN & BSN Self-Study 255 staff. b. consistent with those of the governing organization; differences are justified. NLNAC Standard: I Mission and Administrative Capacity PLAN Component Expected level of Achievement (or program terminology) Complaints and grievances Records reflect that program complaints and grievances receive due process and include evidence of resolution. Frequency of Assessment IMPLEMENTATION Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Records reflect that program complaints and grievances receive due process and include evidence of resolution. As needed Review of complaints and grievances report

261 Criterion 2.1 Faculty are credentialed with a minimum of a master s degree with a major in nursing and maintain expertise in their areas of responsibility. Increase % of faculty with doctoral degrees. Encourage and support faculty to complete their doctoral degree. Continue to advertise for doctorally prepared faulty. Continue hiring faculty with doctoral degrees. ADN & BSN Self-Study 256 NLNAC: Standard: II Faculty and Staff A minimum of 25% of the full-time faculty hold earned doctorates. Component Expected level of Achievement (or program terminology) Faculty are credentialed with a minimum of a master s degree with a major in nursing and maintain expertise in their areas of responsibility PLAN IMPLEMENTATION Frequency of Assessment Nursing faculty hold master s degree with a major in nursing at all three locations. On appointment and once a year Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Review of faculty records: Curriculum vita Nursing Practice License Membership of the CPEPR 100 % regular faculty holds master s degree with a major in nursing; at all three locations. Actions for Program Development, Maintenance, or Revision Maintenance and continue development. Encourage faculty to update expertise. Encourage participation in Institutional development opportunities. All new faculty to be hired are required to have a doctoral degree or be enrolled in a doctoral program. A minimum of 25% of the fulltime faculty hold earned doctorates By % of the full-time nursing faculty will hold earned doctorates. On appointment and once a year Review of faculty records: Curriculum Vitae Eight full time faculty members are enrolled in doctoral programs. Mayra Pedroza Roberto Gonzalez Grisel Plata Elsie Goycochea Yanilda Rodríguez Kendra Caraballo Magdalena Quintana Luz Méndez

262 Actions for Program Development, Maintenance, or Revision Continue to evaluate required faculty credentials for UMET and Puerto Rico. Annually. Maintenance See faculty files Actions for Program Development, Maintenance, or Revision Maintenance, continue encouraging laboratory personnel development ADN & BSN Self-Study 257 NLNAC: Standard: II Faculty and Staff Criterion 2.2 Faculty (full- and part-time) credentials meet governing organization and state requirements. Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Faculty credentials 100% Faculty credentials meet governing organization and state requirements in all three locations. On appointment and once a year Review of faculty records 100% Faculty credentials meet governing organization and state requirements. NLNAC Standard: II Faculty and Staff Criterion 2.3 Credentials of practice laboratory personnel are commensurate with their level of responsibilities. Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Credentials of practice laboratory personnel 100% Credentials of practice laboratory personnel are commensurate with their level of responsibilities at all three locations On appointment and once a year Credentials of practice laboratory personnel 100 % Credentials of practice laboratory personnel are commensurate with their level of responsibilities at all three locations.

263 Continue monitoring course to ensure adequate professor to student ratio. Keep hiring full time faculty See faculty student ratios Actions for Program Development, Maintenance, or Revision Development Continue promoting scholarly activities and workshops on evidenced based practice ADN & BSN Self-Study 258 NLNAC Standard: II Faculty and Staff Criterion: 2.4 The number and utilization of faculty (full- and part-time) ensure that program outcomes are achieved. Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s Results of Data Collection and Analysis Including actual level/s of achievement Actions for Program Development, Maintenance, or Revision Number and utilization of faculty ensure that program outcomes are achieved Faculty number and utilization are appropriate to attain program outcomes at all three locations. Every semester and part of term Analysis off faculty academic loads, course schedules number of students per section Faculty number and utilization are appropriate to attain program outcomes 1:20-1:30 theory 1:7-1:10 clinical NLNAC Standard: II Faculty and Staff Criterion: 2.5 Faculty (full- and part-time) performances reflect scholarship and evidence-based practice. Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Faculty performance 100 % Faculty reflects scholarship at all three locations On appointment and once a year Review of CV s, CEU and faculty evaluations results 100 % Faculty reflects scholarship as evidenced in faculty files and evaluation results

264 NLNAC Standard II: Faculty Criterion: 2.6 The number, utilization, and credentials of non-nurse faculty and staff are sufficient to achieve the program goals and Maintenance Actions for Program Development, Maintenance, or Revision Continue offering orientation to new faculty. ADN & BSN Self-Study 259 outcomes. Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Actions for Program Development, Maintenance, or Revision Utilization and credentials of staff 100 % of staff utilization and credentials are sufficient to achieve the program goals and outcomes. On appointment and once a year Review of credentials files and satisfaction surveys Staff has credentials to achieve the program goals and outcomes. There is one administrative secretary and academic coordinators of integrated student services at each additional location. There is an academic advisor for Cupey. NLNAC Standard II: Faculty Criterion: 2.7 Faculty (full- and part-time) are oriented and mentored in their areas of responsibilities. Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Orientation and mentoring to faculty 100 % of faculty are oriented and mentored in their areas of responsibilities At the end of each part term Review of faculty reports on mentoring New faculty received orientation in their area of responsibility by existing faculty, course leader and by the Program administrator.

265 Criterion: 2.8 Systematic assessment of faculty (full- and part-time) performance demonstrates competencies that are consistent with program goals and outcomes. Criterion: 2.9 Non-nurse faculty and staff performance is regularly reviewed in accordance with the policies of the governing organization. Maintenance ADN & BSN Self-Study 260 NLNAC Standard II: Faculty Component Expected level of Achievement (or program terminology) Faculty performance evaluations PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* 100 % faculty performance demonstrates competencies consistent with program goals and outcomes At the end of each semester and part term Review faculty performance evaluations tools -Director -Students Results of Data Collection and Analysis Including actual level/s of achievement 100 % of faculty were evaluated excellent Actions for Program Development, Maintenance, or Revision Continue complying with faculty evaluation process. NLNAC Standard II: Faculty Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Actions for Program Development, Maintenance, or Revision Staff performance evaluations 100 % staff performance is regularly reviewed Each semester Review staff performance evaluations tools 100 % of staff were evaluated as excellent

266 Maintenance Nursing Student Handbook was revised to maintain current information. Criterion: 3.2 Student services are commensurate with the needs of students pursuing or completing the ADN and BSN programs, including those receiving instruction using alternative methods of delivery. Actions for Program Development, Maintenance, or Revision Maintenance and continue monitoring institutional and program student support services. Continue offering academic advising. ADN & BSN Self-Study 261 NLNAC Standard: III Students Criterion: 3.1 Student policies of the nursing education unit are congruent with those of the governing organization, publicly accessible, non-discriminatory, and consistently applied; differences are justified by the goals and outcomes of the nursing education unit. Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Actions for Program Development, Maintenance, or Revision Students policies are: Congruent with UMET policies -Publicly available -Nondiscriminatory. -Consistently applied 100% of nursing students policies are congruent with UMET, are publicly and are accessible, non discriminatory and consistently applied NLNAC Standard: III Students As needed when changes in requirements and policies occur. Comparative analysis of nursing program unit student policies with UMET s student policies. 100% of nursing department student policies were found to be congruent with UMET, are publicly available, nondiscriminatory and applied in an ongoing basis. Differences in Nursing program are justified due to practice scenarios policies and clinical requirements. Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Students support services 100% Students support services are commensurate with the needs of ADN and BSN students in the main campus and all additional location Annually Analysis of data collected from each support service in terms of it s accessibly and visit made by the students. 100% of nursing students support services is commensurate with the needs of ADN and BSN students in the main campus and all additional location

267 Maintenance Students academic and financial record is kept in the office of the Registrar in compliance with FERPA. Maintenance ADN & BSN Self-Study 262 NLNAC Standard: III Students Criterion: 3.3: Student educational and financial records are in compliance with the policies of the governing organization and state and federal guidelines Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Actions for Program Development, Maintenance, or Revision Student educational and financial records policies 100% Student educational and financial records are in compliance with the policies of the governing organization and state and federal guidelines. NLNAC Standard: III Students On going Comparison analysis between students educational and financial records and UMET s policies and state and federal guidelines 100% Policies concerned with educational and financial records are in compliance with the policies of the governing organization and state and federal guidelines. Criterion: 3.4 Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is available Students are informed of their ethical responsibilities regarding financial assistance. Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Actions for Program Development, Maintenance, or Revision Higher Education Reauthorization Act Title IV 100 % Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements As needed Review of eligibility and certification requirements and Higher Education Reauthorization Act Title IV by the Financial Aids. There is compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements.

268 Maintenance and continue communication to students about changes in policies procedures, and program information. ADN & BSN Self-Study 263 NLNAC Standard: III Students Criterion: 3.5 Integrity and consistency exist for all information intended to inform the public, including the program s accreditation status and NLNAC contact information. Component Expected level of Achievement (or program terminology) Information about the program PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* 100 % consistency exists for all information intended to inform the public, including the program s accreditation status and NLNAC contact information. Annually or when changes to documents occur Review of flyers, brochures, graduate catalogue, advertisement and UMET s on line page Results of Data Collection and Analysis Including actual level/s of achievement There is consistency in all information intended to inform the public about the program. Actions for Program Development, Maintenance, or Revision Maintenance and continue disseminating information about the Nursing Program accreditation status in main campus and all additional locations NLNAC Standard: III Students Criterion: 3.6 Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner. Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Actions for Program Development, Maintenance, or Revision Changes in policies Procedures, and program information to students 100 % of changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner. Annually or when changes to procedure occur Review of communications to students about changes in brochures, catalogue flyers, and the student manual Changes in policies, procedures, and program information, have been informed to students when they occur through: letters, meetings and web pages and facebook.

269 Maintenance and continue offering orientation on technology. ADN & BSN Self-Study 264 NLNAC Standard: III Students Criterion: 3.7 Orientation to technology is provided and technological support is available to students, including those receiving instruction using alternative methods of delivery. Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Actions for Program Development, Maintenance, or Revision Technological support 100 % Orientation to technology is provided and technological support is available to students NLNAC Standard IV: Curriculum Once a year Review of technological support to students. The Institution offers free technology seminars. A calendar is available publishing dates for the seminars. Help desk is available for students and faculty for technological support. The curriculum includes an introductory course in computer literacy. Criterion 4.1 The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning and program outcomes. Component Expected level of Achievement (or program terminology) Incorporation of professional standards, and guidelines, program and learning outcomes, and competencies, in the curricula. PLAN IMPLEMENTATION Frequency of Assessment Keep syllabi of ADN and BSN programs updated with professional standards, and guidelines, and with the program and learning Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Annually Revision of established learning outcomes, competencies, professional standards, and guidelines incorporated in the curriculum, according to the following ADN and BSN programs syllabi reflect the incorporation of professional standards, and guidelines, articulated learning Actions for Program Development, Maintenance, or Revision Annual revision of syllabi, course strategies and evaluation tools to ensure incorporation of standards, guidelines, expected outcomes and

270 competencies. Actions for Program Development, Maintenance, or Revision Continue reviewing curriculum according to changes in professional standards, guidelines, and competencies to maintain curriculum currency. ADN & BSN Self-Study 265 outcomes and competencies established. criteria: (1) institutional policies, (2) innovations, (3) changes in the profession, (4) changes in the health care system, (5) changes in the program (6) changes in the curricula or other related phenomena. outcomes and competencies. Program and student learning outcomes were updated in June Some outcomes were rephrased and a fifth learning outcome was established. NLNAC Standard: IV: Curriculum Criterion: 4.2 The curriculum is developed by the faculty and regularly reviewed for rigor and currency. PLAN IMPLEMENTATION Component Expected level of Achievement Frequency of Assessment Method/s* Results of Data Collection (or program terminology) Assessment and Analysis Including The curriculum is developed and reviewed regularly by the faculty. 100% of faculty participates in curriculum development and revision. Rigor and currency of curriculum is evaluated regularly. Annually According to evaluation results, needs assessment or each five years. Review of faculty minutes regarding initiatives and responsibilities in curriculum development and revisions. Review of curricular proposals or changes written and submitted. Review of curriculum committee and faculty meetings minutes. actual level/s of achievement There is evidence that curriculum is developed by the faculty and reviewed for rigor and currency. Motions were written and submitted for specific curricular changes needed. Course syllabi of both programs have been revised in several occasions to incorporate changes as a result of new institutional policies and guidelines of the P.R. Nursing State Board. Some of the content incorporated was: cultural diversity, nutrition, evidence-based practice and information literacy, among others.

271 266 NLNAC Standard: IV: Curriculum Last syllabi revision was in September A curricular proposal for an articulated ADN-BSN program is under the consideration of the academic board. Criterion:4.3 The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress. Component Expected level of Achievement (or program terminology) Utilization of student learning outcomes in the curricula. PLAN IMPLEMENTATION Frequency of Assessment Method/s* Results of Data Collection Assessment and Analysis Including Student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress. Learning activities and evaluation strategies are clearly articulated with student learning outcomes. Annually Annually according to plan. Faculty reports and review of syllabi of learning activities and evaluation strategies. Revision of syllabi learning activities and evaluation strategies with rubric. actual level/s of achievement As evidenced in course syllabi student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress. Actions for Program Development, Maintenance, or Revision Continue evaluating student learning outcomes.

272 Maintenance and continued review of curriculum design. Maintenance and continue follow up for updating new methodologies. ADN & BSN Self-Study 267 NLNAC Standard: IV: Curriculum Criterion: 4.4 The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives. Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Actions for Program Development, Maintenance, or Revision Culturally and ethnically diverse global society concepts incorporation into the curriculum The curricula address the cultural, ethnic, and socially diverse concepts and include experiences of different perspectives. NLNAC Standard: IV: Curriculum As needed & when curriculum revision occurs. Review of course syllabi to determine how the concepts and perspectives are included in theoretical and clinical components. Concepts are included in a variety of courses. Content, strategies and learning experiences are included. An internship was established with Viterbo University to offer students the opportunity for cultural/ language immersion. Criterion: 4.5 Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes. Component Expected level of Achievement (or program terminology) PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Actions for Program Development, Maintenance, or Revision Evaluation methodologies: are varied, reflect professional and practice competencies 100 % evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement Annually Review of evaluation methodology strategies in courses. 100 % evaluation methodologies: tests, quizzes, presentations, research articles critiques, nursing process evaluations, Institutional assessment and

273 Criterion: 4.6 The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and technological advances. Actions for Program Development, Maintenance, or Revision Continue the implementation of evidence-based practice, best practice standards, and updating of technology and methodologies. ADN & BSN Self-Study 268 measure the achievement of student learning outcomes. of student learning outcomes. others are varied, reflect established professional and practice competencies, and measure the achievement of student learning outcomes. NLNAC Standard: IV: Curriculum Component Expected level of Achievement (or program terminology) Instructional processes reflect; educational theory interdisciplinary collaboration, research, best practice standards, and technological advances. PLAN IMPLEMENTATION Frequency of Assessment ADN and BSN instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards. 100 % of courses include: educational theory, interdisciplinary collaboration, research, best practice, standards, and technological advances. Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Annually Curriculum design revision and courses evaluation. Instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards throughout the curricula.

274 Criterion: 4.7 Program length is congruent with the attainment of identified outcomes and consistent with the policies of the governing organization, state and national standards, and best practices. Actions for Program Development, Maintenance, or Revision Maintainance ADN & BSN Self-Study 269 NLNAC Standard: IV: Curriculum Component Expected level of Achievement (or program terminology) ADN and BSN Program length Program length (2 years, one summer; 70 credits) for ADN and BSN (4 years 125 credits) is congruent with the attainment of outcomes and is consistent with the policies of the governing organization, state and national standards, and best practices. PLAN IMPLEMENTATION Frequency of Assessment As needed with the policies of the governing organization, state and national standards and curriculum are revised or changed. Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Review of curriculum, governing, and national standards. Program length is congruent with the attainment of outcomes. Is consistent with policies of the governing organization, state and national standards, and best practices. Curriculum revision in place to articulate both programs.

275 Criterion: 4.8 Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes; current written agreements specify expectations for all parties and ensure the protection of students Student clinical experiences reflect current best practices and nationally established patient health and safety goals. ADN & BSN Self-Study 270 NLNAC Standard :IV Curriculum Component Expected level of Achievement (or program terminology) Practice facilities 100% of practice facilities are rated adequate and support the achievement of the ADN and BSN student learning and program outcomes. Written agreements specify expectations for all parties and ensure the protection of students. Student clinical experience ADN and BSN student clinical experience reflect PLAN IMPLEMENTATION Frequency of Assessment After each semester and part term After each semester and part term Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Students and Faculty evaluation of clinical sites. Evaluation of contracts Student and faculty analysis of clinical experience. Student and faculty evaluation of practice facilities reflect appropriateness for student learning and support the achievement of ADN and BSN student learning and program outcomes. Contracts specify expectations for all parties and ensure the protection of students. ADN and BSN student clinical experience are EB Actions for Program Development, Maintenance, or Revision Continue follow up to assure adequacy of practice facilities Continue reviewing safety goals for

276 updates. Criterion 5.1 Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization. ADN & BSN Self-Study 271 NLNAC Standard: V Resources best practices and nationally established patient health and safety goals. and reflect best practices and nationally established patient health and safety goals. Prior to clinical practice students are required to have CPR, HIPAA, particulate mask training and other safety measures. Component Expected level of Achievement (or program terminology) Fiscal resources sufficient and commensurate with resources of the governing organization. PLAN IMPLEMENTATION Frequency of Assessment Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with resources of the governing organization. Annually (fiscal year) Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Comparative analysis of budget allotment granted by the institution and total spent by the department in each budget item. Fiscal resources are sufficient and are commensurate with the resources of the governing organization. Actions for Program Development, Maintenance, or Revision As part of the strategic Institutional plan, additional funds were assigned for acquisition of new equipment, remodeling of physical facilities (laboratories and offices) faculty development and hiring of new faculty and staff.

277 272 NLNAC Standard : V: Resources Criterion 5.2 Physical resources (classrooms, laboratories, offices, etc.) are sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of faculty, staff, and students. Component Expected level of Achievement (or program terminology) Physical facilities 100 % physical facilities are sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of faculty, staff, and students. NLNAC Standard: V: Resources PLAN IMPLEMENTATION Frequency of Assessment Method/s* Results of Data Collection Assessment and Analysis Including As needed Evaluation of program s physical facilities in all locations. actual level/s of achievement All locations have physical facilities sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of faculty, staff, and students. Laboratories and facilities have been remodeled and added. Actions for Program Development, Maintenance, or Revision Skills laboratory at Cupey are scheduled to be remodeled in December Funds have been assigned for this purpose. Criterion: 5.3 Learning resources and technology are selected by the faculty and are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery. Component Expected level of Achievement (or program terminology) Learning resources and technology are: selected by the faculty comprehensive current accessible to faculty and students PLAN IMPLEMENTATION Frequency of Assessment Learning resources and technology are selected by the faculty and are comprehensive, current, and accessible to faculty and students. Annually and as needed Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Evaluation of learning resources and technology for currency and accessibility. 100 % learning resources and technology are recommended by the faculty and are comprehensive, current, and accessible to faculty and students. New simulation models have been acquired. Actions for Program Development, Maintenance, or Revision Continue updating learning resources and technology.

278 Criterion: 6.1 The systematic plan for evaluation emphasizes the ongoing assessment and evaluation of the student learning and program outcomes of the nursing education unit and NLNAC standards. Actions for Program Development, Maintenance, or Revision Continue to evaluate program outcomes, student learning outcomes and NLNAC standards. NLNAC Standard: VI Outcomes Criterion: 6.2 Aggregated evaluation findings inform program decision making and are used to maintain or improve student learning outcomes. ADN & BSN Self-Study 273 NLNAC Standard: VI Outcomes PLAN Component Expected level of Achievement (or program terminology) Nursing Department Program Assessment Plan Nursing Department SEP is ongoing and includes Program outcomes, student learning outcomes and NLNAC standards. Frequency of Assessment Every three years and as needed. IMPLEMENTATION Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Assessment of SEP components were revised committees minutes and in 2008 to align them with the evaluation of new standard and criteria from Systematic Evaluation the NLNAC. It is ongoing and Plan assesses program outcomes, student learning outcomes and NLNAC standards. Component Expected level of Achievement (or program terminology) Evaluation findings Aggregated evaluation findings inform program decision making and are used to improve student learning outcomes. PLAN IMPLEMENTATION Frequency of Assessment Annually and as needed Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Review of faculty meetings minutes. Actions have been taken using assessment findings to improve student learning outcomes. See faculty minutes, standard 4 and 6 for results and actions. Actions for Program Development, Maintenance, or Revision Continue to evaluate student learning outcome achievement.

279 Actions for Program Development, Maintenance, or Revision Actions for Program Development, Maintenance, or Revision ADN & BSN Self-Study 274 NLNAC Standard: VI Outcomes Criterion: 6.3 Evaluation findings are shared with communities of interest. Component Expected level of Achievement (or program terminology) Evaluation findings 100 % evaluation findings are shared with communities of interest. PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Annually Evaluation of activities with communities of interest. Results of Data Collection and Analysis Including actual level/s of achievement NLNAC Standard:: VI Outcomes Criterion: 6.4 Graduates demonstrate achievement of competencies appropriate to role preparation. Component Expected level of Achievement (or program terminology) Graduates achievement of competencies PLAN IMPLEMENTATION Frequency of Assessment 100 % evaluation findings demonstrate graduates achievement of competencies. Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Annually Assessment of forth year courses students achievements. Tutorials tests results.

280 Criterion: 6.5 The program demonstrates evidence of achievement in meeting the following program outcomes: - Performance on licensure exam - Program completion, - Program satisfaction - Job placement The licensure exam pass rates will be at or above the national mean Expected levels of achievement for program completion are determined by the faculty and reflect program demographics, academic progression, and program history Program satisfaction measures (qualitative and quantitative) address graduates and their employers Job placement rates are addressed through quantified measures that reflect program demographics and history. Actions for Program Development, Maintenance, or Revision Performance on licensure passing rates is above P.R. mean. Continue offering board reviews, tutoring and analysis of student learning outcome evaluation. ADN & BSN Self-Study 275 NLNAC Standard VI: Outcomes Component Expected level of Achievement (or program terminology) Performance on licensure exam Graduates of the ADN and BSN programs are prepared with entry-level knowledge to fulfill the requirements of the Licensure Exam to practice safe, quality nursing care. The PLAN IMPLEMENTATION Frequency of Assessment Assessment Method/s* Annually Analysis of licensure passing rates Results of Data Collection and Analysis Including actual level/s of achievement ADN Cupey Pass rate PR mean % 35% % 27% % 52% BSN Cupey Pass rate PR mean % 61% % 51% % 75%

281 Continue implementing strategies to increase graduation rates: tutoring, academic advising financial aids. Maintenance Continue offering job fairs ADN & BSN Self-Study 276 Graduates satisfaction Employers Satisfaction licensure exam pass rates will be at or above the national mean (Puerto Rico). Program completion Fifty percent (50%) of ADN and BSN students will successfully complete the respected programs of study within the expected timeframe. >85 % of graduates are satisfied with the programs. >85 % employers are satisfied with the graduates from the ADN and BSN programs. Annually Analysis of graduation rates ADN Aguadilla Pass rate PR mean % 27% % 52% ADN Cupey 41.7% ADN Aguadilla 64 % BSN Cupey 36 % Nursing program 38 % Annually satisfaction with the ADN Analysis of % expressed and BSN program % of graduates expressed satisfaction with the ADN and BSN program % of graduates expressed satisfaction with the ADN and BSN program Job placement Graduates of the ADN and BSN programs have opportunities to successfully Annually Analysis of job placement rates Cupey and Aguadilla % % %

282 Actions for Program Development, Maintenance, or Revision Continue implementing actions to improve student learning outcome. Detailed data will be available. ADN & BSN Self-Study 277 obtain employment as registered nurses. Eighty percent (80%) of graduates will have employment in nursing within the first year after graduation. Student Learning Outcome Assessment ADN and BSN Program Component Student learning outcome Provider of care PLAN IMPLEMENTATION Frequency of Assessment Expected level of Achievement (or program terminology) The group mean will be at or above 80 % on the assessment method selected to evaluate the student learning outcome. At the end of each semester and PT Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement Clinical performance evaluation tool The group mean on the assessment method selected to evaluate the student learning outcome is above 80 %. Manager of care The group mean will be at or above 80 % on the assessment method selected to evaluate the student learning outcome At the end of each semester and PT Clinical performance evaluation tool The group mean on the assessment method selected to evaluate the student learning outcome is above 80 % The group mean on the

283 Actions for Program Development, Maintenance, or Revision ADN & BSN Self-Study 278 Member of the profession User of the nursing process The group mean will be at or above 80 % on the assessment method selected to evaluate the student learning outcome The group mean will be at or above 80 % on the assessment method selected to evaluate the student learning outcome At the end of each semester and PT At the end of each semester and PT Tests, portfolios, rubrics, and other Tests, portfolios, rubrics, clinical performance evaluation tool assessment method selected to evaluate the student learning outcome is above 80 % The group mean on the assessment method selected to evaluate the student learning outcome is above 80 % Institutional assessment for knowledge, critical thinking and communication of ADN and BSN program students Component Expected level of Achievement (or program terminology) Knowledge Critical thinking Communication PLAN IMPLEMENTATION Frequency of Assessment The group mean will be at or above 2.5 on the assessment method selected to evaluate the components: Knowledge Critical thinking Communication Each semester Analysis of assessment results Assessment Method/s* Results of Data Collection and Analysis Including actual level/s of achievement The following is an example of assessment results for Cupey. Results for additional locations and other academic years, available at reading room. Cupey 2010 BSN Program Knowledge 3.25 Critical thinking 3.05 Communication 3.03 Cupey 2010 ADN Program Knowledge 3.21 Critical thinking 3.20 Communication 3.17 Continue implementing actions to improve knowledge critical thinking and communication. Detailed data will be available.

284 Universidad Metropolitana School of Health Sciences