W. Cary Edwards School of Nursing

Transcription

1 W. Cary Edwards School of Nursing ThomaS EdiSoN STaTE CollEgE Self-Study Report for Continuing Accreditation Prepared for National league for Nursing accrediting Commission February 7-9, 2012

2

3 THOMAS EDISON STATE COLLEGE SCHOOL OF NURSING SELF-STUDY REPORT FOR CONTINUING ACCREDITATION OF THE BACCALAUREATE AND MASTER S DEGREE PROGRAMS IN NURSING SELF-STUDY SUBMITTED DECEMBER 2011 SITE-VISIT FEBRUARY 2012 Prepared for the National League for Nursing Accreditation Commission Thomas Edison State College School of Nursing 101 West State Street Trenton, NJ 08608

4

5 TABLE OF CONTENTS EXECUTIVE SUMMARY... 3 STANDARD 1 MISSION AND ADMINISTRATIVE CAPACITY (Baccalaureate & Master s) (Baccalaureate & Master s) (Baccalaureate & Master s) (Baccalaureate & Master s) (Baccalaureate & Master s) (Baccalaureate & Master s) (Baccalaureate) (1.8 Baccalaureate & 1.7 Master s) (1.9 Baccalaureate & 1.8 Master s) (1.10 Baccalaureate & 1.9 Master s) STANDARD 2 FACULTY AND STAFF (Baccalaureate) (Baccalaureate) (Baccalaureate) (Master s) (Baccalaureate) (2.4 Baccalaureate & 2.3 Master s) (2.5 Baccalaureate & 2.4 Master s) (2.6 Baccalaureate & 2.5 Master s) (Baccalaureate) (2.8 Baccalaureate & 2.6 Master s) (2.9 Baccalaureate & 2.7 Master s) (2.10 Baccalaureate & 2.8 Master s) STANDARD 3 STUDENTS (Baccalaureate & Master s) (Baccalaureate & Master s) (Baccalaureate & Master s) (Baccalaureate & Master s) (Baccalaureate) (Baccalaureate) (Baccalaureate & Master s) (Baccalaureate & Master s) (Baccalaureate & Master s) (Baccalaureate & Master s) STANDARD 4 BACCALAUREATE CURRICULUM (Baccalaureate) (Baccalaureate) (Baccalaureate) (Baccalaureate) (Baccalaureate) (Baccalaureate) (Baccalaureate) (Baccalaureate) (Baccalaureate) i

6 4.9 (Baccalaureate) STANDARD 4 MASTER S - CURRICULUM (Master s) (Master s) (Master s) (Master s) (Master s) (Master s) (Master s) (Master s) (Master s) (Master s) (Master s) STANDARD 5 RESOURCES (Baccalaureate & Master s) (Baccalaureate and Master s) (Baccalaureate and Master s) (Baccalaureate and Master s) STANDARD 6 - OUTCOMES (Baccalaureate & Master s) (Baccalaureate & Master s) (Baccalaureate) (Master s) (Master s) (Master s) (Master s) (Master s) (Master s) (Baccalaureate) (Baccalaureate) (Baccalaureate) (Baccalaureate) (Master s) (Baccalaureate) REFERENCES GLOSSARY ii

7 LIST OF TABLES & FIGURES Table E.1 Enrollment Totals and Number of Graduates by Academic Year... 6 Table 1.1 Current Enrollment Demographic Breakdown Table 1.2a Learning Outcomes Assessment Undergraduate Table 1.2b - Learning Outcomes Assessment Graduate Table Congruency of Statement of Mission and Purpose of Thomas Edison State College and the Mission Statement, Philosophy, and Goals of the W. Cary Edwards School of Nursing Figure Composition of School of Nursing Committee (SONC) Figure SONC Subcommittee Structure Table Nursing Participation on Committees and Departmental Meetings of Parent Institution Figure W. Cary Edwards School of Nursing Organizational Chart Table Location of Essential Information in College and School of Nursing Publications Table 2.1 Mentors Specialty Certification Table 2.2 Use of Mentors Figure 2.3a Completion Rate of Non-Nursing Online Courses Figure 2.3b Completion Rates of Online Nursing Courses Table 2.3 Withdrawal Rates by Term for Nursing Courses July 2008 April Table Mentor Profile Table of W. Cary Edwards School of Nursing Committee Table 3.1 Nursing Students Receiving Financial Aid Figure W. Cary Edwards School of Nursing Philosophy Table 4.1: Congruence Between BSN Program Outcomes and Professional Nursing Standards Table 4.2 Baccalaureate Programs Degree Requirements Figure 4.2 School of Nursing Program Development Model Table Curriculum Plan MSN Program Table 6.1 Mentor Longevity Table Students Overall Mentor Evaluation Scores by AY Table 6.3 MSN Program Outcomes on synthesis and e-portfolio AY Table Partnerships of the School of Nursing with Location Table 6.5: School of Nursing Participation on External Advisory Boards Table 6.6a. and 6.6b.: RN-BSN Graduate Survey Educational Outcomes AY 2009 to 2011 on Graduation Table 6.6c RN-BSN Graduate Survey Educational Outcomes, 1Year Post Graduation Figure 6.1 Data for inactive students from AY AY iii

8 Table 6.7: MSN Graduate Survey Summary Results for Program Satisfaction at Graduation Table MSN Program Satisfaction One Year Follow-Up for AY to Figure 6.2: MSN Position Profile at Entry to Program Table 6. 9 MSN Graduation Outcome Data on Career Impact and Lifelong Learning for AY to AY Table 6.10 MSN One Year Post Graduation Outcome on Career Impact and Lifelong Learning for AY to AY Table 6.11; BSN Graduate Survey Summary Results at Graduation Table BSN Graduate Survey Summary Results, 1 Year Post Graduation Figure 6.3 BSN Position Profile Table 6.13: BSN Career Impact and Lifelong Learning on Graduation AYs to Table 6.14 BSN Career Impact and Lifelong learning one year post-graduation Table 6.15 BSN Career Impact and Lifelong Learning, 5 Years Post Graduation iv

9 EXECUTIVE SUMMARY GENERAL INFORMATION Program Type Being Reviewed: Purpose and Date of Visit: Name, Address of Parent Institution: Name, Credentials, and Title of CEO of Parent Institution Regional/Institutional Accrediting Body and Accrediting Status Last Review and Action Name/Address of Nursing Education Unit Name, Credentials, and Title of Nurse Administrator Name of State Board of Nursing Approval Status/Date of Last Review and Action Standards and Criteria Used to Prepare Self- Study Report Baccalaureate & Master s Degree Nursing Programs Re-affirmation of accreditation February 7-9, 2012 Thomas Edison State College 101 W. State Street Trenton, NJ George A. Pruitt, PhD, President Middle States Commission on Higher Education of the Middle States Association of Colleges and Schools 2002 Re-affirmation of accreditation W. Cary Edwards School of Nursing Thomas Edison State College 101 W. State Street Trenton, NJ Susan M. O'Brien, EdD, RN Dean W. Cary Edwards School of Nursing Phone: (609) Fax: (609) sobrien@tesc.edu New Jersey Board of Nursing 2005 Continuing Accreditation National League for Nursing Accrediting Commission, 2008 Standards and Criteria Baccalaureate & Master s Degree Nursing Programs 1

10 PAGE INTENTIALLY LEFT BLANK 2

11 EXECUTIVE SUMMARY General Information The mission of Thomas Edison State College (College) is to provide flexible, high-quality collegiate learning opportunities to self-directed adults. The College has been accredited by the Middle States Commission on Higher Education (MSCHE) for more than 33 years (Middle States accreditation report available in Resource Room). Located in Trenton, New Jersey, the College is one of twelve senior public institutions in the state. The College s values are centered on our self-directed students, our quality, our responsiveness, and our people. The College develops educational programs and services based on the needs and aspirations of its clients. The College specializes in providing personalized and flexible learning strategies, including Online and Guided Study courses, Prior Learning Assessment, and credit-bearing examinations. Courses are offered 12 semesters per year, each 12 weeks in length. Thus, students have the opportunity to enroll in a course at the beginning of every month. The College offers certificate programs, as well as associate s, bachelor s, and master s degree programs to an enrolled student body of more than 20,000 individuals. Students use a variety of self-directed methods to earn a degree. The College receives less than four percent of its funding from the State of New Jersey. The main revenue source is tuition; however, the College also receives revenue from various grant awards, donations, and contracts. The campus comprises five buildings, located in Trenton, New Jersey Functioning under the auspices of the autonomous 11-member Board of Trustees and at the direction of the President of the College, there are five divisions as follows: Division of Academic Affairs; Division of Administration and Finance; Division of Planning and Research; Division of Enrollment Management and Learner Services; and Division of Public Affairs. The New Jersey State Library is an affiliate of the College (College Organization Chart found in Appendix Ea). Thomas Edison State College offers courses of study through its five schools as follows: School of Applied Science and Technology; Heavin School of Arts and Sciences; School of Business and Management; W. Cary Edwards School of Nursing; and John S. Watson School of Public Service and Continuing Education. Each school is headed by a dean. The School of Nursing has Commission on Collegiate Nursing Education, (CCNE) National League for Nursing Accrediting Commission, (NLNAC) and New Jersey Board of Nursing (NJBON) accreditations, and the Heavin School s Master of Arts in Educational Leadership degree program has Teacher Education Accreditation Council (TEAC) accreditation. The School of Applied Science and Technology s Nuclear Engineering Technology program is a candidate for accreditation by the Accreditation Board for Engineering and Technology (ABET). The College serves a variety of populations, both in the United States and abroad; many students are in the military and corporate sectors. Sixty percent of the College s students are New Jersey residents; 39% are from out-of-state including a very small number (1%) of students in foreign countries. The College also serves a large population of military students; representing 53% of total enrollments, and active duty military comprise 72% of the institution s out-of-state students. As of this writing, the College has awarded more than 40,000 degrees. It has a current undergraduate enrollment of more than 20,000 students from every state and over 70 foreign 3

12 countries. The average age of the Thomas Edison State College student is 35 years. The College and its affiliate, the New Jersey State Library, employ 344 individuals, (35% minority, 32% male, 68% female) in leadership, professional, and support staff positions; and the College utilizes over 600 mentors from other institutions in lieu of a full-time faculty. From the Periodic Review Report (2007, p. 2): When the State of New Jersey established Thomas Edison State College in 1972, it created the College with the expressed intent that it utilize the existing faculty within the state rather than establish a faculty of its own. This approach was used to allow for maximum academic flexibility in servicing the broad and diverse needs of adult learners. Further, it made more efficient use of the state s investment in the existing faculty. This model has served the College and its students well for the past three and one-half decades. Reflecting the unique nature of this academic relationship and the College s approach to learning, mentors became the term used to identify this group of academicians. Mentors provide guidance and assessment of academic work to students enrolled in courses and programs offered by the College. Mentors, who must meet stated standards related to academic preparation and expertise in their disciplines and in teaching at a distance, are also engaged by the College in policy formulation and various committee activities. Introduction to W. Cary Edwards School of Nursing The Thomas Edison State College Bachelor of Science in Nursing (BSN) degree program, whose first students were admitted in October 1983, was established to offer registered nurses (RNs), primarily from New Jersey, an alternative approach to campus-based baccalaureate nursing education. The program was initiated in response to a request from the New Jersey Department of Higher Education for program proposals that would address the need for additional opportunities for RNs in New Jersey to earn a BSN degree. Through a collaborative agreement with Regents College (now Excelsior College), Thomas Edison State College was able to offer a quality educational program through non-traditional methods without committing the time, financial, and other resources necessary to develop a similar program. The 48-credit professional nursing component of the curriculum developed for the Regents College BSN program and accredited by the (then) National League for Nursing (NLN), was adopted by the Thomas Edison State College BSN program in its entirety. At that time, the BSN program became the fifth baccalaureate degree offered by the College and the only one designated primarily for New Jersey residents. Since 1990, the W. Cary Edwards School of Nursing s (School) BSN program has been continually accredited by the National League for Nursing Accrediting Commission (NLNAC). In 2008, the School was accredited by the Commission on Collegiate Nursing Education (CCNE) After ten years of administering the Regents College examination-based, generic BSN curriculum, the Thomas Edison State College BSN mentors initiated changes in the program that would provide a curriculum more appropriate for the RN population it served. Mentors implemented several options for validating lower-division nursing requirements. A more extensive review of the curriculum was begun to determine whether changes being planned for the Regents College curriculum were appropriate for the Thomas Edison State College program, how the program could avoid repetition of content, provide greater flexibility in credit earning 4

13 and degree completion, allow for greater ease in updating the curriculum, and offer all of the nursing requirements through the College s credit earning methods. During this period, the College was increasing its use of educational technology and began to offer online courses in addition to the largely paper-based guided study courses already in place. Trends in healthcare and in baccalaureate education for RNs were discussed along with the options available for program delivery to students at a distance. In keeping with the College s initiative to make greater use of technology and increase its online course offerings, the decision was made to implement the revised upper-division nursing program using mentored 12-week courses delivered online. A July 1, 2001 revised curriculum implementation date was established for an upper-division BSN program for RNs who graduated from diploma or associate degree programs in nursing. The New Jersey Board of Nursing and NLNAC were notified of these changes. Policies were reviewed, and several new policies favorable to degree completion emerged. Diploma nurse graduates were awarded up to 60 credits on the basis of current licensure; associate s degree nursing credits were accepted to satisfy the lower-division requirement without restriction to the age of the credits; and the acceptance of previously completed nursing credits to satisfy upperdivision requirements was changed from five to ten years. The Revised Curriculum During this period of transition, the Thomas Edison State College nursing program enrollment decreased from 204 in July 1999 to 104 in July 2001, a decrease of 49%. Of the 104, only 45 were transitioned to the online program; the remainder completed the examination program. During the same time period (AY ), the number of students graduated was 103, or approximately 50% of the students who were enrolled as of July These figures show both the commitment of the College and the nursing program staff to assist students in completing degree requirements even as the examination program was being phased out, and are reflected in the trends in the RN-BSN program populations which showed a national decline. Starting in 2001, in an effort to increase enrollment, new recruitment strategies were initiated by the School. With the implementation of the online program and the recruitment efforts, enrollment stabilized, and has increased steadily since that time (See Table E.1). 5

14 Table E.1 Enrollment Totals and Number of Graduates by Academic Year Number of Students SON Student Enrollment As of Last Day of Academic Year Enrolled Undergraduates Enrolled Graduate Students Number of Graduates SON Graduates by Academic Year BSN Graduates MSN Graduates Certificate Graduates Consistent with the College s mission, the revised program was designed for working adults who are experienced RNs; primarily women with families and varying work schedules. The move to an online based nursing curriculum with credit-earning options, the first in New Jersey, was seen as a positive change as shown by increased enrollment, the very favorable student response to the online courses and mentors, and student requests for additional online courses. In 2004, in response to the nurse educator shortage, and with the approval of the Board of Trustees, the Presidents Council of the New Jersey Commission on Higher Education, and the 6

15 NLNAC, planning began for the development of a nurse educator master s degree program. In 2005, a graduate Nurse Educator Certificate, consisting of the five specialty education courses, was opened for enrollment. The first student enrolled in By July 2006, the five core Master of Science in Nursing (MSN) courses were developed and offered throughout the academic year. Electives relating to nursing education and technology were added gradually during AY As planning began for the MSN Nurse Educator program, the School took the opportunity to review and strengthen the undergraduate curriculum and ensure its seamless integration with the projected MSN curriculum. The School was committed to RN students and to helping them complete a BSN degree as well as an MSN degree. It was that commitment that led to the development of three graduate level courses used in both the BSN and the MSN program: NUR-500: Seminar in Clinical Competence; NUR-529: Health Policy; and NUR-501: Emerging Trends in Healthcare Technology. Appendix Eb demonstrates RN-BSN/MSN program planning and program options for the new MSN program. While planning was going on well before the first MSN course was implemented, transitioning into the new programs began in academic year 2006 with the offering of the first graduate level courses in July. In 2004, as a community service, a grant proposal was submitted to the Health Resources and Services Administration (HRSA) to address the national shortage of minority nurse educators (MNE). The proposal presented an innovative plan to prepare and share MNE with schools of nursing across the nation by equipping them with online pedagogical skills. The program was initially funded for years , and in 2008, was re-funded for an additional three years. To date, the School has educated 96 MNE, and data indicate that the majority of these educators have begun to utilize the skills learned through the grant and are sharing these skills with nursing schools across the country. Twenty MNE have joined the School as mentors, increasing our percentage of MNE to 32%. While the graduate program was being developed, the School wanted a way to recognize excellence in its students that differed from the College s honor society. Plans were initiated to become a chapter of Sigma Theta Tau International. The Thomas Edison State College Honor Society of Nursing was established in 2005, becoming the chapter, Upsilon Rho of Sigma Theta Tau International in Currently, there are 130 members. In 2008, survey data indicated that Thomas Edison State College students were interested in a MSN in Nursing Informatics and Nursing Administration. Funding was provided by the College. Two national experts were selected to design the courses, and in 2010, registration opened for the first courses in both programs and offered to students in the January 2011 term. Enrollment has been slow but steady with each program currently having about 30 students. Implementing the onsite practicum courses has been challenging and labor intensive, but students are able to go to the institution of their choice in most cases. In 2009, Capital Health, a Magnet facility, contacted Thomas Edison State College to request that the College open a generic BSN program. This health system was closing its diploma program, but they believed that a BSN program was needed in the Trenton area. 7

16 The mission of Thomas Edison State College is to provide flexible, high-quality, collegiate learning opportunities for self-directed adults. To uphold this mission, students under 21 are not accepted at the College. The mission precluded a generic program, however the College decided that a second degree BSN program fit within the mission. Capital Health agreed that they would provide the students clinical placements as well as space for a simulation laboratory. The appropriate New Jersey Board of Nursing (NJBON), Commission on Collegiate Nursing Education (CCNE), and National League for Nursing Accrediting Commission (NLNAC) substantive change approvals were sought and obtained. During the planning stages, an associate dean for undergraduate programs was hired. Educators from the Capital Health School of Nursing were contracted, and a new assistant dean for undergraduate programs and new program assistant were hired to support this new undergraduate program. In September 2011, twenty Accelerated 2 nd Degree BSN Program (Accelerated program) students were admitted. This group of students is the first to attend classes onground at Thomas Edison State College in Trenton. Today, the W. Cary Edwards School of Nursing has the largest nursing program in New Jersey and enjoys the support of the College, its students, its graduates, and the community. Ongoing evaluation provides for continuous improvement in the current School offerings and the revision of selected parts of the curriculum, which results in programs that remain learner-centered, student friendly, and in the mainstream of current and relevant education for experienced RNs. The NLNAC self-study process began in July The four major subcommittees of the W. Cary Edwards School of Nursing Committee (SONC), Curriculum, Outcomes, Transcript, and Peer Review provide continuous evaluation of the program. During the self-study process, each of the six standards was assigned to staff members who worked with mentors on each subcommittee. The first draft of the self-study was presented for review and further input to the SONC in October Suggestions were also provided by for those attending via GoTo Meeting. All suggestions and corrections were included in the final draft. The above process is consistent with College practice and the School Program Evaluation Process, a Collaborative Decision Making Model, which can be found in Appendix Ec. The results of the self-study yielded that all standards are met, and a number of recommendations are identified. Summary of Strengths and Areas Needing Improvement Standard 1 Mission and Administrative Capacity Strengths The self-study revealed that the mission and philosophy of the nursing unit is clearly stated, publicly accessible, and congruent with the Thomas Edison State College (College) Statement of Mission and Purpose. The organizational structure of the program provides for ample opportunity for the dean, nursing staff, as well as the mentors to participate in College and program governance. The W. Cary Edwards School of Nursing (School) budgets are adequate for program needs. The School partnerships with healthcare providers offer a mutually beneficial relationship for both the School and the healthcare institutions. The policies governing nursing mentor and staff roles reflect the importance of each group in helping the College carry out its mission to provide flexible, high quality education opportunities to adults. 8

17 There have been four formal complaints submitted to the dean of the School of Nursing. All students concerns are addressed promptly and resolved. Areas Needing Development The W. Cary Edwards School of Nursing Committee (SONC) and its subcommittees should be continuously monitored for qualified mentors who can design curriculum that assists students to meet the outcomes of the School. Continuous monitoring of the composition of mentors for qualifications, expertise, and practice experience is required. Standard 2 Faculty and Staff Strengths The number, utilization, education, scholarship, and experience of nursing mentors are sufficient to attain the program goals and outcomes. Both nurse and non-nurse mentor performance is reviewed formatively on a bi-weekly basis and summatively at the end of each semester. A triennial peer review revealed that 95% of the mentors met the benchmark outlined in the systematic plan of evaluation (SPE). The number, utilization, education, scholarship, and experience of non-nursing mentors are sufficient to meet the program goals and outcomes. The mentors receive ongoing support and education in distance education methodologies. Areas Needing Development With increasing enrollment and increasing number of sections offered each term, the mentor pool will have to be continually increased and carefully monitored to ensure adequate numbers, adequate presence in the courses, and to maintain quality. The upcoming conversion from Blackboard to Moodle as the learning management system (LMS) will also have to be carefully monitored to ensure that mentors, students, and staff have sufficient mastery of the new LMS. An educational program will be provided prior to the planned implementation of Moodle. Standard 3 Students Strengths Student policies, development, and services are structured to support the goals and outcomes of the W. Cary Edwards School of Nursing. Student policies of the School are congruent with those of the College, publicly accessible, non-discriminatory, and consistently applied. Differences in the student policies of the School from the College are justified by the goals and outcomes of the School as a professional degree program. Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner. Student services at the College and within the School of Nursing are appropriate and available to students pursuing or completing the baccalaureate program, the master s program or graduate certificates, including those receiving instruction using alternative methods of delivery. Student rights are protected and student records are in compliance with the policies of the College as well as state and federal guidelines. Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained through the Financial Aid Office. Integrity and consistency exist for all information intended to inform the public, including the 9

18 School of Nursing s accreditation status and NLNAC contact information. Orientation to campus and clinical technology is provided and technological support is available to students. Areas Needing Improvement A new advisor is needed for the Accelerated 2 nd Degree Program students and will be in place by spring Standard 4 Curriculum Strengths The School s undergraduate and graduate program outcomes are congruent with established professional standards and curriculum guidelines. The flexible and innovative undergraduate and graduate curriculum is developed by the mentors and is systematically reviewed every three years, or as the need arises. The curriculum is strong in technology and information literacy and demonstrates evidence-based practice. Evaluation methodologies are varied, and the SPE measures program outcomes. The program length is flexible and congruent with attaining the School s outcomes. The practice learning environments are appropriate, strong, current, and written agreements specifically support the expectations of the learning institution and the protection of students. The designated clinical facilities reflect current practice and established patient health and safety goals. The School curriculum is delivered almost exclusively in an online format, and student learning is designed to achieve program outcomes. Areas Needing Improvement. While the Accelerated 2 nd Degree BSN Program makes good use of the Quality and Safety Education for Nurses (QSEN) competencies and knowledge, skills, and attributes in the clinical courses, better integration of these competencies in the RN-BSN curriculum and online courses should be achieved as these courses come up in the systematic review. The School needs to follow through with recommendations of the August SONC meeting to review curriculum for further application of NLN baccalaureate and graduate competencies. Three courses in the undergraduate and graduate curriculum need to be identified and designated as writing intensive courses. As the College finalizes the College wide general education core, a plan for implementation, including possible development of bioethics and culture courses, is needed. Monitoring of interim data for the Accelerated program should continue in order to make evidence-based decisions. A plan for revision of the MSN nurse educator specialty to reflect the AACN requirement of advanced pathophysiology, advanced pharmacology, and advanced physical assessment should be implemented by While the MSN program contains a global course, and there is concentrated global content in the undergraduate program in NUR-441, the School may decide to examine other key places in the curriculum where this content can be expanded. This may also be addressed in the general education core. 10

19 Standard 5 - Resources Strengths Current fiscal and physical resources are sufficient to ensure the achievement of the nursing education unit outcomes and are commensurate with the resources of the College. The College is affiliated with the New Jersey State Library, and students, staff, and mentors are able to use its rich resources. The College has a 17 member Management Information Systems (MIS) team, and the School offers students and mentors the services of a technology mentor and two School of Nursing staff members board certified in nursing informatics, ensuring that all students can achieve learning outcomes. Areas Needing Development For the Accelerated program students currently attending class at the College on ground, the bandwidth available has proven to be inadequate to allow for all students to connect to the Internet simultaneously. A contract to increase the bandwidth is currently being negotiated, with the increased bandwidth estimated to be available in January With increasing enrollment, the School staff is continually being increased. While current space is adequate, more offices will be needed for new staff members to be hired. This issue has been addressed with the provost. The current skills lab used by the Accelerated program students is located in the Capital Health School of Nursing, which is scheduled to close at the end of the current academic year. Space has been secured in the ambulatory procedure unit, but state of the art equipment will be needed. Sources of funding to procure this equipment are being sought; seven grant applications have been submitted, and funding has been obtained from two sources thus far. Standard 6 - Outcomes Strengths The School has a well-established systematic plan of evaluation (SPE) congruent with the NLNAC Standards, supported by multiple years of aggregated data, and utilized to make decisions about the programs. The Program Evaluation Process, a Collaborative Decision Making Model, is the process by which administrative and academic decisions are made, which can be found in Appendix Ec. The data collection plan is in place for the Accelerated program. Aggregated data presented in this standard from the RN-BSN and MSN programs demonstrate that School benchmarks have been consistently met across time, student competencies and outcomes are met, students, employers, and partners are satisfied, and student s progress through the program in a timely manner to achieve their career goals. Areas Needing Improvement Through the process of systematic evaluation, two opportunities for program improvement have been identified. The first area, concerning writing across the graduate curriculum, has been under discussion during the last academic year. Student performance on the end of program MSN outcomes demonstrate that although students meet the program outcomes, some have difficulty communicating their successes in writing. Therefore, a writing intensive program will 11

20 be developed in the curriculum, and the impact on end of program outcomes will be evaluated in the upcoming academic year. As a result of aggregating data from multiple years of graduate surveys, it was realized that a more efficient system of survey management could be implemented. Electronic means of survey collection will be explored, as will an evaluation of survey questions and sampling techniques. 12

21 STANDARD 1 MISSION AND ADMINISTRATIVE CAPACITY The nursing education unit s mission reflects the governing organization s core values and is congruent with its strategic goals and objectives of the College. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified outcomes. This standard is met for the baccalaureate program. This standard is met for the master's program. 1.1 (Baccalaureate & Master s) The mission/philosophy and outcomes of the nursing education unit are congruent with those of the governing organization. The overall mission, philosophy, purpose, and goals of the nursing program are congruent with the Statement of Mission and Purpose of Thomas Edison State College (College), which is to provide flexible, high-quality, collegiate learning opportunities for self-directed adults. (Thomas Edison State College Catalog , p.3.) The mission of the College mandates innovation and exploration with non-traditional educational methods while adhering to high academic standards. The College has academic programs that address the needs of adult learners and accommodate the priorities and challenges of adult life. The College Statement of Mission and Purpose was formally adopted and approved by the Board of Trustees in 1993 and is reviewed regularly to ensure that the educational needs of the adult learners continue to be met. W. Cary Edwards School of Nursing Mission, Purpose, and Goals The W. Cary Edwards School of Nursing (School) mission recognizes its students as adult learners and offers them alternative approaches to traditional campus-based instructional nursing education. These nursing students are adults with varied experiences gained in a variety of settings. The learner-centered program is self-paced, convenient, and flexible. It offers students a variety of assessment methods to demonstrate proficiency in general and professional education, which may be completed almost entirely at a distance. The majority of students who choose the College have many years of experience, many holding managerial positions. They are representative of a culturally, racially, ethnically, and socio-economically diverse population, with a 31% minority representation and a 23% out-of-state representation, as well as 11% male representation. The average age of the School s students is 42 years, which is higher than that of the College as a whole. The demographic breakdown can be found in Table

22 Table 1.1 Current Enrollment Demographic Breakdown FY 2011 Total Enrollment Count by Gender, Race/Ethnicity and Degree Level (Nursing School) BSN/BSNM GCERT.NED GCERT.INF MSN Male Female Male Female Female Male Female American Indian/Alaska Native 3 1 Asian Black/African American Hispanic/Latino Native Hawaiian/Other Pacific Islander Caucasian 119 1, Non U.S. Citizen Two or More Races Race/Ethnicity not reported Total 202 1, Our nursing students seek advanced education because of increasing complexity in healthcare and the subsequent need for credentials beyond basic preparation. They choose Thomas Edison State College for program flexibility, convenience, and innovative programs. Consistent with the College mission, the mission of the School ultimately seeks to prepare graduates for professional nursing practice by removing barriers to, and providing opportunities for, degree completion (Strategic Plan available in Resource Room). The hallmark of the Thomas Edison State College nursing program is independent and self-directed learning. In keeping with the mission of the College and the commitment to providing high-quality education to address the needs of the adult learner; the purpose of the School is to provide high-quality nursing education programs that meet the needs of students and the healthcare community, and the standards of the nursing profession. The goals of the nursing program are to: 1. Prepare graduates to assume leadership roles in a diverse society and changing healthcare environment; 2. Provide non-traditional nursing education programs that meet the needs of adult learners; and 14

23 3. Provide a foundation for advanced study and lifelong learning. Tables 1.2a and 1.2b map the College learning outcomes with the School of Nursing outcomes. The School Philosophy and Goals, developed in 2001, were reviewed in 2003 and revised in to reflect the changes in curriculum and the development of the graduate program. The philosophy was again revised in January 2011 to reflect the addition of the two new MSN areas of specialty and in anticipation of the new Accelerated 2 nd Degree BSN Program (Accelerated program). 15

24 Table 1.2a Learning Outcomes Assessment Undergraduate Undergraduate Institutional Outcomes Communication: Thomas Edison State College Graduates will communicate with proficiency. Critical Analysis & Reasoning: Thomas Edison State College graduates will be able to demonstrate critical thinking and problem solving skills and are able to analyze content, discover meaning or significance, draw conclusions, and make assessments. Diversity/Global Literacy: The Thomas Edison State College graduate will demonstrate an understanding of globally diverse perspectives, cultures, values, events, trends and issues. Information Literacy: The information literate graduate will recognize when information is needed, be able to identify, and to locate, evaluate and use effectively and appropriately the information found. Life Long Learning: Graduates will demonstrate a commitment to lifelong learning. Quantitative Reasoning/Literacy: Thomas Edison State College graduates will be quantitatively literate. They will apply mathematical concepts and skills to inform personal and professional decision-making. Responsible Ethical Leadership: Graduates will articulate in their own words the ethical principles they have discovered and encountered in their academic discipline or profession. Graduates will recognize and articulate actual ethical dilemmas witnessed or experienced. Scientific Reasoning: Thomas Edison State College graduates will analyze issues and problems by applying scientific methods. Technological Competency: Graduates will solve problems and perform tasks using appropriate technological tools. Undergraduate School of Nursing Outcomes Demonstrate the use of effective communication strategies to identify, manage and exchange knowledge with clients, healthcare professionals and community members Demonstrate the use of critical thinking skills in the integration of current nursing knowledge and evidence-based findings to direct clinical practice decisions Apply knowledge of human diversity, ethics and safe, client focused care in the design, implementation, evaluation and quality management of healthcare Use information technology to manage knowledge, communicate information and facilitate decision making in the nursing practice Demonstrate a commitment to advanced study and lifelong learning Demonstrate the use of critical thinking skills in the integration of current nursing knowledge and evidence-based findings to direct clinical practice decisions Synthesize the multidimensional roles of professional nursing to provide leadership for nursing practice Demonstrate the use of critical thinking skills in the integration of current nursing knowledge and evidence-based findings to direct clinical practice decisions Use information technology to manage knowledge, communicate information and facilitate decision making in the nursing practice 16

25 Table 1.2b - Learning Outcomes Assessment Graduate Graduate Institutional Outcomes Demonstrate mastery of in-depth knowledge of the current major questions, debates, and methodologies in their field or profession. Use critical thinking, reflective, and research skills to evaluate theory to make informed decisions and improve practice in their field. Communicate in a variety of formats appropriate to the field of study. Apply ethical decision making in research, evaluation, organizational culture and communities. Integrate and use effectively technology in evaluating information and its sources in practical application in field of study. Recognize cultural influences in organization and community decision making. Graduate School of Nursing Outcomes Apply research methods to evaluate current knowledge from nursing theory, nursing science and related disciplines to inform and/or initiate change in educational, clinical and organizational decision making Demonstrate the use of scholarly inquiry to inform educational and clinical practice management Demonstrate the use of leadership strategies that advance the design and implementation of quality education programs and improve clinical practice Utilize effective communication to enhance clinical and educational practice Apply ethical decision making in research, evaluation, education, clinical practice and management Integrate advances in healthcare technology into nursing education and healthcare Analyze the effect of sociopolitical and cultural influences on nursing education and healthcare practices Demonstrate a commitment to advanced study and lifelong learning Analyze the effect of health policy, finance, healthcare technologies and organizational structure on the development and implementation of quality educational programs and healthcare delivery systems 17

26 The Congruency of Statement of Mission and Purpose of Thomas Edison State College and the Mission, Statement, Philosophy, and Goals of Bachelor of Science in Nursing Program is found in Table 1.3 below. Table Congruency of Statement of Mission and Purpose of Thomas Edison State College and the Mission Statement, Philosophy, and Goals of the W. Cary Edwards School of Nursing Thomas Edison State College Statement of School of Nursing Mission, Philosophy, Purpose Mission and Purpose* and Goals* The College was founded for the purpose of providing diverse and alternative methods of achieving collegiate education of the highest quality for mature adults. To provide curricula and degree opportunities of appropriate level and composition consistent with the aspirations of our students, the public welfare, and the highest qualitative standards of American higher education. To create a system of college-level learning opportunities for adults by organizing collegiate and sponsored non-collegiate instruction into coherent degree strategies. To make available educationally valid learning opportunities which serve as alternatives to college classroom study and which are appropriate to the varied needs and learning styles of adults. To develop and implement processes for the valid and reliable assessment of experiential and extracollegiate college level learning. To serve higher education and the public interest as a center of innovation, information, policy formulation and advocacy on behalf of adult learners. To fulfill the public service obligation inherent to American institutions of higher education. The School of Nursing recognizes nursing students as adult learners and offers them alternative approaches to a traditional, campus-based nursing degree program. Nursing curriculum based on professional nursing accreditation standards that provide nursing students alternative approaches to a quality nursing education. Academic recognition is granted for demonstrated college level knowledge and skills regardless of the source of learning. Course options are used for learning and degree completion. Technologically innovative delivery systems and nontraditional educational methods that adhere to the highest academic standards are used for credit earning and degree completion. The nursing programs are flexible, self-paced, allows for different methods of learning and degree completion and can be completed almost entirely at a distance. Credit is awarded for basic education. Prior Learning Assessment is used to demonstrate additional learning beyond basic education as well as healthcare experience in a variety of settings. Nursing is a profession that provides an essential service to society and is practiced with respect for human dignity and individual differences. The art and science of nursing requires specific knowledge, principles, skills, and values. Nursing is accountable to society through external regulation as well as self-regulation. Graduates accept responsibility for their professional growth and the advancement of the profession through professional activity and lifelong learning. 18

27 To conduct its affairs in a manner which acknowledges the maturity, autonomy, and dignity of its students; assures a portal of access to higher education for adult learners; and celebrates the values, diversity, and high qualitative standards of American higher education. The nationally accredited Nursing Programs are committed to serving a student population that is culturally, racially, ethnically, and economically diverse. The program objectives prepare graduates capable of meeting the needs of a diverse society in the changing healthcare system and provide a foundation for graduate study and lifelong learning. *Information provided in Table 1.3 for the Thomas Edison State College Statement of Mission and Purpose can be found in the College Catalog, Student handbooks, and Undergraduate Prospectus. Nursing Program information can be found in the School of Nursing student handbooks and each online course. Thomas Edison State College program materials are available for downloading from the College Web site at (Baccalaureate & Master s) The governing organization and nursing education unit ensure representation of students, faculty, and administrators in ongoing governance activities. Roles of the faculty and students in the governance of the program are clearly defined and enable meaningful participation. The School has off-site, independent contractors, known at the College as mentors, who serve on an as-needed basis to serve on academic committees, develop courses and curricula, and facilitate and assess student learning in online courses. Mentors on the W. Cary Edwards School of Nursing Committee (SONC) are experienced nurse educators from local baccalaureate and higher degree nursing programs and nursing service settings who guide the development, implementation, and evaluation of the school s programs. SONC mentors are primarily local and attend meetings in person. Mentors who are not local attend meetings using GoTo Meeting technology, as can local mentors. Online mentors live throughout the United States, meet students online, and facilitate online courses. The primary roles of the mentor at the College, and in the School, are to serve as course facilitator and evaluator of students academic performance, course developer, and consultant. Mentors at the College do not teach in the traditional sense, but rather act as guides on the side. All nursing mentors hold a minimum of a master s degree in nursing, and as of November 2011, 61% have an earned doctorate and an additional 15% have some doctoral preparation. Mentors participate in the governance at the College level on committees such as the College Outcomes Committee, Middle States, General Education Committee, adhoc committees, as well as on the Academic Council as representatives of the School of Nursing. School of Nursing Committee (SONC) Participation in Governance The SONC is one of the five curriculum committees associated with the College s Academic Council. Appendix 1a provides an overview of the College Academic Council organizational structure. The structure and functions of the SONC are based on the School of Nursing Bylaws and are congruent with the Academic Council Handbook (Exhibits available in Resource Room). The SONC is the policy recommending body for the School of Nursing. The Committee serves in a manner similar to an on-campus faculty organization for the School. The SONC membership consists of voting members in the following categories: mentors, students, and alumni. The objectives of the SONC are to: 1. Participate in aspects of curriculum design, development, and implementation. 19

28 2. Recommend strategies and methods to market, interpret, and promote the program to prospective students, the nursing community, and others. 3. Serve as a forum for the development of inter-agency relationships, which may benefit the program. 4. Advise on the development, implementation, and evaluation of policies and procedures that facilitate operation of the program. 5. Communicate information among members. According to the SONC Bylaws, last revised in April 2011, the mentors of the SONC work closely with the co-chairs of the SONC, as well as the nursing program staff, to develop curriculum and academic policies, review students for graduation, and conduct a triennial peer review of nursing mentors (Exhibit available in Resource Room). Figure 1.1 illustrates the inter-relationship of mentors, staff, students/alumni, advisory board and the environment on the SONC. The professional staff members who attend each meeting serve in an ex-officio capacity. Figure Composition of School of Nursing Committee (SONC) Environment Staff Advisory Board SONC Students/ Alumni Mentors 20

29 There are four standing subcommittees of the SONC; ad hoc committees are established when needed. An example of an ad hoc committee is the Honor Society Steering Committee, comprised of mentors, students, and staff. Figure 1.2 shows the Committee structure. Each RN member of the SONC serves on a subcommittee, also illustrated in Figure 1.2. The functions and composition of the SONC subcommittees are as follows: The Peer Review Subcommittee meets every three years and evaluates SONC members and online course mentor activities and service to the program and College in accordance with the guidelines specified in the systematic plan of evaluation (SPE). It consists of five SONC mentors plus the dean, one assistant dean, and the distance learning education specialist in an ex-officio capacity. The Transcript Evaluation Subcommittee reviews student records for graduation, selects students to receive awards, and advises the SONC on policy and procedural issues relating to student progression and graduation. Two SONC mentors, 2.5 School of Nursing advisors, and a College transcript evaluator comprise the Subcommittee membership. College and School staff, including the registrar, serve in an ex-officio capacity. The Curriculum Subcommittee, which consists of six SONC mentors, plus the dean and three School of Nursing staff members in an ex-officio capacity, reviews both the BSN and MSN curricula and assists with the ongoing systematic evaluation of program and accreditation endeavors. Recommendations from the Subcommittee are directed to the SONC for approval and implementation. The Outcomes Subcommittee, which consists of four mentors and an associate dean in an exofficio capacity, advises the dean on the systematic evaluation of the program, reviews and evaluates program outcomes, ensures consistency between institutional and program outcomes, and assures consistency between program outcomes, specialty competencies and professional standards. Recommendations from the Subcommittee are directed to the Curriculum Subcommittee and to the SONC for approval and implementation. 21

30 Figure SONC Subcommittee Structure SONC M. Clark-Gallagher* S. O'Brien ** S. Beck L. Jurado B. Mantha L. Bucher G. Kersey-Matusiak F. Marshall** L. Capik C. Kotecki** K. McMullen S. Cobb** J. Kulak** M. Price E. Elkind R. Kukulski S. Quinn K. Griffis** V. Kunte L. Riley** B. Haagen M. Lauer T. Wurmser L. Harris** H. Leahan** Students & Alumni Peer Review Subcommittee Transcript Subcommittee Curriculum Subcommittee Outcomes Subcommittee E. Elkind K. Griffis** L. Jurado B. Haagen S. O'Brien** S. Quinn L. Riley** T. Wurmser* S. Cobb** L. Harris** G. Kersey-Matusiak H. Leahan** M. Price* L. Bucher K. McMullen M. Clark-Gallagher* E. Elkind F. Marshall** C. Kotecki** M. Price M. Lauer L. Riley** S. O'Brien** L. Bucher M. Clark-Gallagher C. Kotecki** K. McMullen* M. Price 22 *Chair ** Ex-officio

31 SONC members are appointed and receive a letter of agreement triennially, after the peer review process has been completed. The SONC meets for a full day at least three times a year and more often when necessary. Meetings are co-chaired by the dean and chair of the Curriculum Subcommittee. In 2001, when the online format was implemented, the SONC consisted of just eight members, and only one member had knowledge of online education. Since that time, the SONC membership has been continually revised and expanded to meet the needs of the curriculum. There are 13 voting members and eight nursing program staff members in an ex-officio capacity for a total of 21 members. Additionally, there are two or three students, who share one vote and an alumni voting member. Each of the mentors or members contributes specific information for the program as follows: nursing education, clinical practice, technology, leadership, research, and content expertise for lower-division nursing programs as well as current information on nursing regulations for New Jersey. Most SONC mentors also serve as online course mentors which gives them insight into course issues that arise. SONC membership is continually monitored by the dean to ensure that the Committee and its subcommittees are able to address the specific needs of the nursing program. In 2001, during the implementation of the online format, as a quality assurance endeavor, an online technical support mentor was integrated into the program to assist the nursing students and mentors with technical support in the nursing courses. A technical support help forum was established in each course and manned by this mentor. The mentor, an experienced online educator with a master s degree in adult education, worked closely with the dean, and within a short period of time, was invited to join the SONC as an interdisciplinary member. Her role is to share insight and knowledge regarding the online nursing courses as well as to continue the SONC members technology education. Her knowledge and skills have been well received, and she is considered a valuable resource by committee members and online course mentors, as well as students. This mentor addresses about 20 technology requests per week. Course evaluations consistently yield very positive results in the area of technical support (Exhibit available on-site). Online Course Mentor Participation in Governance Online course mentors for the School of Nursing are a geographically diverse group who are chosen for their professional qualifications, content expertise, and their interest in online education. As of this writing, approximately 120 mentors are available (or preparing) to facilitate online courses, create a learning community, and act as expert resources to guide student learning by moderating discussions and assessing learning. Mentors have a variety of ways in which they participate in and provide feedback to the School of Nursing and the College. See Figure 1.2 for the role of mentors in governance. SONC members have direct contact with the deans and staff through the onground or electronic SONC meetings. For all mentors, and telephone interaction is ongoing with the dean, the associate deans, the assistant deans, the distance learning specialist, as well as administrative support staff. An online mentor workshop is open for their input into curriculum development. The online mentor workshop addresses issues related to course facilitation, student concerns, or pedagogy (Exhibit available on-site). The workshop also encourages the use of a chat room for socialization among mentors. Since most of the SONC 23

32 members also mentor online courses, program consistency is enhanced, and interaction between mentors and SONC members is facilitated through online discussions. At the end of each online course an online or onground course mentor summary evaluation (Appendix 1b) is provided to each mentor. The form allows each mentor the opportunity to provide course, student, administrative, and technical support feedback in a timely manner. Mentor feedback forms are reviewed and analyzed by the associate deans and assistant dean, and suggestions are addressed by the SONC and at the annual online mentor workshop. The mentor meeting occurs each year, is directed generally to online course mentors who facilitated courses during that year, and serves to review and discuss the online course mentors concerns. Curriculum suggestions, support needs, and student issues such as students use of American Psychological Association (APA) format are discussed. Recommendations are solicited, brought to the SONC, and acted upon (The entire meeting discussion is available on-site). Onground Course Mentors Participation in Governance The Accelerated program includes 2.5 nurse educators that are contracted through Capital Health, to teach the on-site theory component for the clinical courses and participate in the SONC and the Curriculum Subcommittee. Clinical rotations are taught by these same nurse educators. One additional educator, a clinical nurse specialist, will be utilized for specialty clinical rotations in psychiatric nursing and pediatrics in the third semester. In addition to participation in the SONC and staff meetings, these educators meet twice a week with the associate dean of undergraduate programs to discuss program issues. Student Participation in Governance The College and the School of Nursing have no organized student government. However, nursing students have served as representatives on the Board of Trustees and the Academic Council. Currently, the Academic Council has a nursing student representative. (See Table 1.4) The SONC Bylaws, since 2001, allow for student membership and participation in School of Nursing Committee meetings where the student representative(s) may present student concerns. The School is fortunate to have continuing active student representation on committees, especially since all online students are at a distance. An Accelerated program student has been added to the SONC in The dean and assistant dean for undergraduate programs had a Lunch & Learn in November with the Accelerated program students in order to obtain feedback directly from students. The results were very positive and a Lunch & Learn will be scheduled each semester to enhance communication. Students participate in College committees, and student input into the program is augmented by completion of post-course evaluations and graduation and other program surveys. Students also present concerns and problems electronically and in person to the nursing dean, advisor, and all members of the School of Nursing staff. These concerns are communicated to the dean and, when necessary, the SONC for discussion and resolution. Table 1.4 shows student participation on committees in the College. 24

33 Table Nursing Participation on Committees and Departmental Meetings of Parent Institution Council/Committee Mentor, Student, and/or Term Professional Nursing Staff Board of Trustees Margaret Verzella (student) Ritamarie Giosa (student) Academic Advisors Marian Stone (staff) Susan Cobb (staff) Holly Leahan (staff) 2009-Present Academic Council Theresa Wurmser (mentor) Mary Price (mentor) Mary Rich (student) 2010-Present Phyllis Marshall (mentor) Susan O Brien (staff) 2001-Present Tuition and Fees Committee Susan O Brien (staff) 2001-Present Datatel Committee Louise Riley (staff) 2004-Present Kathleen Griffis (staff) 2004-Present Mentor Performance Standards Susan O Brien (staff) 2003-Present Louise Riley (staff) 2003-Present Middle State Committee Susan O Brien Co-Chair, Leadership & Governance Ritamarie Giosa (alumni) Catherine Kotecki (staff) General Education Committee Cheryl McLaughlin (mentor) Phyllis Marshall (staff) Provost Cabinet Susan O Brien (staff) 2001-Present Recruitment Planning Greta O Keefe (staff) 2011-Present Jessica Dougherty (staff) 2008-Present Mary Hough (staff) 2008-Present Institutional Review Board Catherine Kotecki (staff) 2010-Present Student feedback is also used for maintenance or revision of student policies and procedures. Two to three nursing students attend each SONC meeting in person and share one vote. Student feedback has been valuable in shaping decisions, which contributes to a learner-centered nursing program. Since most students are employed full-time and many are at a distance, the consistent presence of students at meetings is admirable. Currently, the Academic Council has a nursing student representative (Academic Council membership list available in Resource Room). 25

34 Other mechanisms have been developed to obtain student input. The dean has an unofficial policy to meet with every student who visits the College for nursing advisement whenever possible. The meetings are brief, social in nature, and serve to provide both the student and the dean the face-to-face contact generally not available when students are at a distance. At these times, students are invited to attend the SONC meetings and are encouraged to offer suggestions or concerns about the program to a dedicated nursing box. The meetings are useful to both the dean and the student, and they serve as a communication channel, which often continues throughout the program. In order to promote a sense of inclusion, students who agree to do so are photographed, and when possible, their pictures and thoughts about the program are utilized in the various College publications. Nursing students also provide input through letters, , and phone calls to the dean and staff about programmatic issues; through face-to-face and telephone advisement sessions; and through communication with online course mentors. In fall 2011, a suggestion box in the student lounge was added for the Accelerated program students (Examples of student communication available in the Resource Room). Staff Participation in Governance Because there is no permanent on-site faculty, the staff of the School, mentors, and students participate on committees and at College departmental meetings. Figure 1.2 and Table 1.4 show staff, student, and mentor participation in governance. In summary, nursing program mentors, students, and staff participate in governance through College and program committees, , telephone, the online mentor workshop, mentor meetings, and the mentor summary evaluation. 1.3 (Baccalaureate & Master s) Communities of interest have input into program processes and decision making. Community of Interest in the State of New Jersey As a school within a state funded college, the primary goal of the School of Nursing is to support the education of New Jersey residents who wish to become a nurse and RNs who wish to advance their education in nursing. At the state level, a consortium of institutions was brought together in 2002, supported by a public/private partnership between the State of New Jersey and the Robert Wood Johnson Foundation (New Jersey Collaborating Center for Nursing, 2003, exhibit in the Resource Room). The purpose of the consortium was to address nursing practice and education issues across the state and to develop and disseminate information for strategy formation at the institution and state level. The School of Nursing participates in activities and resources offered by the New Jersey Collaborating Center for Nursing; utilizing research materials and reports, and participating in conferences and information sessions. In collaboration with the New Jersey State Nurses Association, the School of Nursing held a statewide summit on the BSN in Ten issue in October 2007 then pending in the legislature. Chief nursing officers, registered nurses, college presidents, deans and educators participated in this summit. Additionally, recent legislative activity at the state level has called for a BSN degree for graduating professional nurses within 10 years of completing the initial pre-licensure program. Thus, the community of interest at the state level includes: 26

35 Thomas Edison State College Board of Trustees College Administrators Hospital and nursing administrators in the state s healthcare community Registered nurses Healthcare consumers and members of the public in the state Students Mentors Hospitals and other healthcare institutions New Jersey State Nurses Association New Jersey Board of Nursing Robert Wood Johnson Foundation New Jersey Chamber of Commerce 1.4 (Baccalaureate & Master s) Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community. Community of Interest: Healthcare Institutions in the State of New Jersey Of particular note is the community of interest comprising the healthcare systems in the State of New Jersey. The School of Nursing has partnership agreements with several hospitals and hospital systems in the state. Employees of partner institutions comprise approximately 24% of the BSN and 23% of the MSN student population. Through these partnerships, discussion occurs formally and informally about mutual topics of interest that impact the education of the nursing students. Partners receive several benefits that are tailored to the population of the partnering institution. For example, when a local hospital system began its Magnet Recognition Program, the School was instrumental in helping the hospital meet its educational goals through the enrollment of registered nurses into the RN-BSN program and through presentations to the Magnet Recognition Program site visitors. An additional advantage of partnership is the School s waiver of the application fee and allowance of in-state tuition for partner students regardless of where they live in the U.S. In 2004, when the graduate program was proposed, a needs assessment of alumni and students was conducted to gauge interest or need in a particular nursing specialty. Two hundred sixty-nine surveys were sent, and 90 were returned for a response rate of 33%. Of the respondents, 60% indicated an interest in a master s program in nursing education, 47% in management/administration; and 33% in nursing informatics. The data indicated that some respondents selected two categories (Exhibit available in the Resource Room). The New Jersey Board of Nursing requires that students be supervised by nursing faculty with master s preparation in nursing. This information, coupled with the known nationwide shortage of nursing faculty, led the School of Nursing Committee to endorse the development of the MSN-Nurse Educator area of specialty, as the first graduate nursing program at the College. At the same time, to further address the nurse educator shortage, the graduate Nurse Educator Certificate was developed to prepare post-graduate students to teach nursing or assume education roles in clinical practice. Today, this program has 77 graduates who have entered the teaching profession. 27

36 Community of Interest at the National Level The College attracts educators and students from a national community. Mentors come from all areas of the country. As a result of the success of the BSN program at the state level, the leadership at the College suggested expansion to the national arena in Currently, of the more than 2,400 enrolled students, 40 states are represented, with an out-of-state enrollment of approximately 20% at the BSN level and 26% at the MSN level. The national focus helps increase the number of baccalaureate prepared nurses and helps students to enrich their learning experience by interacting with nurses across the country in different practice areas that include military, secular, private, and government healthcare facilities. As a community service at the national level in 2005, the School applied for and received a three-year Health Resources and Services Administration (HRSA) grant. The School recruits faculty from across the United States to implement the HRSA grant that addresses the national minority nursing faculty shortage (Details of the HRSA grant available in the Resource Room). Education of diverse faculty is accomplished through a 20-week online program in which mentors are encouraged to share their teaching expertise and develop skills in online pedagogy. The ultimate aim is to share diverse faculty nationally with other nursing programs through a web-based database provided by the College and put on the Web site. This grant was re-funded through June When the funding ends, the School will continue to educate minority nurse faculty and maintains the functions of the Minority Nurse Educator Web site. At the national level, members of the community of interest include: Deans and administrators of programs of nursing Mentors Students Minority nurse educators Healthcare consumers Robert Wood Johnson Foundation National League for Nursing Accrediting Commission Commission on Collegiate Nursing Education 1.5 (Baccalaureate & Master s) The nursing education unit is administered by a doctorally prepared nurse who has authority and responsibility over the unit and advocates for equity between the unit and other institutional units. Susan M. O Brien, EdD, RN, Dean of the W. Cary Edwards School of Nursing (School), earned a BSN from the University of Pennsylvania in Then in 1972, she completed a Master of Science in Psychiatric Nursing with a minor in education from the same institution. She obtained a Doctorate in Health Education from Temple University in 1996 and completed a Certificate in Distance Education from Thomas Edison State College in Academic Experience Dr. O Brien has over 16 years of baccalaureate and graduate level teaching experience at large and small, private and public schools of nursing in several geographic areas. Dr. O Brien designed curricula at the baccalaureate and associate degree levels in nursing and served as a course coordinator in multiple colleges and universities. In these roles, she was a strong advocate 28

37 for innovation. She created and implemented new courses and independent community practice experiences for undergraduate nursing students. In 2008, Dr. O Brien, who designed the first entirely online RN-BSN program in New Jersey, was awarded the prestigious C.A.R.E.S. award for Excellence in Education, given by the New Jersey State Nurses Association. The award is given annually to the individual with demonstrated expertise in the area of nursing education in an academic setting through: The development and implementation of nursing education programming addressing emerging healthcare needs; The development and implementation of creative programming strategies; exploring new ways in which nursing education may better meet the education needs of nursing students; and The development of new technologies aimed at enhancing learning in a traditional or non-traditional learning setting. Dr. O Brien also received the Diva Award for Significant Contributions to Nursing Education at the New Jersey State Nurses Association Institute for Nursing Diva & Don Gala in Practice Experience Dr. O Brien s 15 years of practice experience have been integrated throughout her years as an educator and includes extensive work as a psychiatric clinical specialist and a nursing consultant to a number of nurse-managed centers and healthcare agencies. She developed an independent outpatient private practice for the mental health treatment of depressed women and obtained third party reimbursement from approximately 20 insurance companies and health maintenance organizations as well as worked as a Medicaid provider. Additionally, she has served on a number of community boards (A vitae and transcripts are available in the Resource Room). Leadership of the School of Nursing As dean, Dr. O Brien has been responsible for the overall administration of the nursing program for 11 years and serves the College, professional nursing organizations, and the general public as the official representative of the School of Nursing. Consistent with the policy for all Thomas Edison State College administrators, Dr. O Brien holds a yearly contract, is evaluated annually by the provost, and has no teaching load. In her role as administrator, she is responsible for establishing her own workload which allows her to carry out the administrative and leadership activities required for the operation of the School of Nursing. Program Leadership Dr. O Brien assumed the position of associate dean in 2001 with the goal of developing an online BSN program. At the time, the School staff consisted of one program advisor, one secretary, and one administrative assistant who served as test administrator for the examination program then in existence. Without a standing faculty, Dr. O Brien recognized the need for staff with specific skill sets, most importantly, education and technology skills. In , the organizational structure of the nursing program was redesigned, raising clerical positions to the professional level and adding needed professional staff as enrollment increased. At the same time, Dr. O Brien reorganized the tuition structure for the BSN program to ensure that employed 29

38 nurses would get maximum benefits from their employers tuition reimbursement policies. In response to student requests, the College s annual enrollment fee was waived for nursing students and absorbed instead into slightly higher per-credit costs, as most employers reimbursed tuition only (Guide to Tuition and Fees available in the Resource Room). In 2009, the application fee was waived for alumni of the School of Nursing who wish to advance their education. The distance learning coordinator (DLC) position was created to replace the test administrator position. This position, filled by a board-certified informatics nurse in the spring of 2003, provided the technological and online educational expertise needed to assist Dr. O Brien in the development and maintenance of the online nursing courses and mentor support. As the program continued to grow, Dr. O Brien created and filled additional positions. In 2004, Dr. O Brien was promoted to dean; the advisor, with over 20 years tenure at the College in the nursing program, was promoted to assistant dean; and a new nursing advisor, a former mentor and online doctoral student, was hired. In 2005, as growth continued, the secretarial position was elevated to a professional level with the hiring of an administrative assistant whose previous experience included both teaching at the elementary level and information services training in healthcare institutions. When the School of Nursing was awarded a HRSA grant in 2005, (which was refunded in 2008), a diversity coordinator position was added to supervise and evaluate participants in the grant-funded program. This position was permanently filled in Also in 2005, the DLC was promoted to assistant dean for distance learning (ADDL) and assumed two new responsibilities; the management of mentors and support for the online courses. That same year, the position of distance learning education specialist was created and filled, also by a master s prepared board-certified informatics nurse, to assist the ADDL as enrollment grew, and the graduate program was developed. In 2006, a part-time employee was added to assist front desk staff with telephone inquiries and recruitment planning. A program assistant to the dean was added in 2007, whose role is discussed in Standard 2. See Figure 1.3 for the School Organizational Chart (School of Nursing Strategic Plan and Position descriptions and CVs of nurse and non-nurse staff available in Resource Room). 30

39 Figure 1.3 W. Cary Edwards School of Nursing Organizational Chart Susan M. O'Brien, EdD Dean W. Cary Edwards School of Nursing Jessica Dougherty, BA Administrative Assistant Valerie Preston Assistant to the Dean Catherine N. Kotecki, PhD Associate Dean of Graduate Programs Filomela A. Marshall, EdD Associate Dean of Undergraduate Greta O'Keefe Specialist Publications & Recruitment Louise Riley, MSN Assistant Dean of Distance Education Lisa Whitfield-Harris, MSN Diversity Coordinator.5 Holly Leahan, MSN Graduate Student and Practicum Advisor Nina Keats, BSN Graduate Program Specialist Julie Kulak, MSN Assistant Dean Capital Health Educators R. Kukulski, MSN V. Kunte, MSN L. Capik, MSN Mary Hough Part-Time Assistant Kathleen Griffis, MSN Distance Learning Specialist Alisa Douglas, BS Program Assistant Susan Cobb, PhD Nursing Program Advisor Lisa Whitfield-Harris, MSN.5 Nursing Program Advisor Vacant Nursing Advisor 31

40 In 2007, to support the needs of the graduate program, a doctorally prepared nurse was hired as the associate dean of graduate programs. In 2009, a graduate program advisor was hired to assist with enrollment expansion in the graduate program. In 2010, as enrollment growth expanded further and two additional graduate programs were planned, a second associate dean was hired, and the undergraduate and graduate programs were separated with one associate dean responsible for each program. A graduate program specialist was hired in 2010 to support the growing needs of the graduate program. As the Accelerated program was being developed, a second program assistant was hired to support the program. A second assistant dean to support the ever growing undergraduate program was hired in Also in 2011, a new position, publications and recruitment specialist, was created to manage the growing number of publications and recruitment events. The nursing staff now consists of a dean, 14 professional staff, and three contracted nurse educators. An additional advisor position has been approved as well, and recruitment for the position will begin in January As dean, Dr. O Brien has academic responsibilities comparable to those of an administrator of a traditional nursing program with on-site faculty and students. She is responsible for budget preparation activities, serves on College committees, chairs staff meetings and co-chairs the School of Nursing Committee (SONC), represents the program at meetings on local, state, and national levels, provides guidance on curricular and academic policy decisions, and is principal director of the HRSA grant. She oversees evaluation of the nursing programs, prepares performance evaluations and reports for internal and external regulatory bodies, and recruits mentors and other personnel. Her authority and administrative responsibilities are documented in the position description of the dean of the School of Nursing. The 11-year expansion of the nursing programs and the increased staff to support them demonstrated the effectiveness of the dean of the School of Nursing (Exhibit available in the Resource Room). These above responsibilities set the dean and the School of Nursing apart from those of the other Thomas Edison State College deans who share responsibilities for student programs with other College offices such as Learner Services, which is responsible for student academic advisement services, and Directed Independent Adult Learning (DIAL), which is responsible for the provision of credit earning options at the College. These differences are recognized by the College by position description and criteria for selection of the dean. 1.6 (Baccalaureate & Master s) Nursing program coordinators and lead faculty for program tracks are academically qualified, meet national guideline criteria, and have authority and responsibility over the program/track. In the past five years, due to increased student enrollment, increase in academic programs, and increased staff, reorganization of the School of Nursing was needed. The undergraduate and graduate programs were reorganized and are now led by doctorally prepared associate deans who have authority over and responsibility of their programs. The associate dean of undergraduate programs oversees a master s prepared assistant dean of undergraduate programs, a doctorally prepared undergraduate advisor, and a program assistant, and in 2012, will receive an additional undergraduate program advisor. In the meantime, there is a half-time advisor. The associate dean of graduate programs oversees a master s prepared graduate nursing advisor and a graduate program specialist (See the School of Nursing Organization Chart in Figure 1.3). 32

41 Mentor Selection At this time there is no need for mentor recruitment. Prospective mentors contact the School of Nursing, usually having been referred by colleagues who have an affiliation with the School. The minimum requirements for appointment as a mentor are current RN licensure, a master s degree in nursing (doctoral preparation is preferred), and at least three years teaching experience in a baccalaureate program or higher in a specialty or specific course offered by the School. These minimum requirements are balanced against the need for that particular expertise within the program. Currently 61% of nursing mentors have an earned doctorate and an additional 15% have some doctoral preparation. Doctoral preparation includes earned doctorates in nursing as well as coursework in progress or courses taken. Besides doctoral preparation, an additional characteristic desired by the School of Nursing is evidence of coursework or experience in online education. The Certificate in Distance Education Program (CDEP) is offered to every potential mentor. All are strongly encouraged to complete it unless they have online education experience and familiarity with Blackboard. In exchange for the CDEP, which is available free of charge to the mentor, the educator agrees to mentor at least one course section per year, if needed. At present, approximately 100 individual nursing course sections per term are offered, and approximately 120 mentors are needed to accomplish the School s goals. The College has academic performance standards for all mentors who facilitate courses and are associated with the College. The College s pursuit of academic excellence is characterized by the following elements of performance expected of all mentors: Ethical behavior Respect Behavior toward students Assignment of student work Pedagogy Currency in their field of expertise Operations Performance evaluation criteria The component of currency in the field of expertise is further described as the demonstration of activity and competency in the mentor s field of professional study. Mentors must give evidence of activities such as engagement in research and creative work, publishing in the field of study, and/or teaching at the college level in the appropriate field (Statement of Performance Standards for Thomas Edison State College Mentors, 2005, Appendix 1c). Mentors give evidence of expertise in education through teaching assignments at their home college, presentations and publications in professional arenas, and the completion of the CDEP from the School. Because of the large number of mentors utilized by the School of Nursing (School), only members of the School of Nursing Committee (SONC) have been included in Table 2.4; the remaining mentors documentation is available in the Resource Room). (See Nursing Mentor Profile Table in Table 2.4 in Standard 2) 33

42 Peer Review According to the Bylaws of the SONC, the Peer Review Subcommittee of the SONC is charged with reviewing the currency and appropriateness of the active mentors in the program. The Peer Review Subcommittee is chaired by a doctorally prepared mentor who has served as chair since Under her leadership, the Subcommittee, composed of four mentors and three School staff, develops the peer review process and review elements of the CVs submitted by mentors. This is a triennial process. The Peer Review Subcommittee is comprised of peers from the SONC. However, with the increased number of mentors in the past three years, the chairperson of the Peer Review Subcommittee expanded the Subcommittee to include additional senior mentors as representation of a greater national territory to include a larger global coverage of peer reviewers. The chairperson of this Subcommittee oversees the functionality and assigns duties to the School staff to communicate and distribute instructions to mentors and collect data to disseminate to the members for peer review. The ed self-evaluation survey, developed by the Peer Review Subcommittee, is a criterion to be completed by all School mentors. In addition to survey completion, all mentors are required to provide their current curriculum vitae (CV). The Peer Review Subcommittee then reviews the collected data to ensure that all mentors have satisfied the School performance expectations for Thomas Edison State College mentors. Each committee member is provided a peer review tool, (Appendix 1d), to enter the components from the CV, and/or self-evaluation that are congruent with the areas being evaluated. The areas being evaluated are teaching experience, scholarship, service (at the College or elsewhere), area of practice, and functional expertise. Once the Peer Review Subcommittee members complete their task, the committee chairperson then tallies and reviews the results for the final assessment and concludes with a report presented to the dean of the School of Nursing with any possible recommendations. The Peer Review Subcommittee utilizes the general College standards for mentor appointment as well as professional nursing standards. During the years between 2001 and 2005, a focus of the Subcommittee was to determine the content expertise, the academic preparation, and the credentials to mentor in an online program. A strong focus was that all of the mentors would enroll and complete the CDEP. As the online methodology has become more common, more mentors have a comfort level with it; however, the expectation remains that online mentors will have enrolled in the CDEP when they begin mentoring for the program. Because online experience is variable, in order to ensure program quality and consistency among courses and mentors, the School encourages enrollment in the CDEP. Another focus of the Peer Review Subcommittee was continuing professional education. Mentors were questioned regarding their attendance at continuing professional education programs. In the 2008 peer review, a shift in focus of review necessitated the continuing education (CE) component be dropped. This was the result of many states requiring CE for professional license renewal. The summary and recommendations of the peer review process can be found in Standard 2 (Mentor files are available in the School of Nursing). 34

43 School of Nursing Online Course Quality Assessment With the exception of the onground courses in the Accelerated program, the School curricula are delivered totally online, which requires monitoring of the online courses to ensure mentor presence along with course facilitation. The assistant dean of distance learning (ADDL) was assigned to online course review as part of her original role. In 2004, 2005, and 2006, there was significant growth in the School s admissions, number of mentors, and grant activities, along with the planning for a new program that were making increasing demands on the assistant dean s time and attention. During this period, it became progressively more apparent that a new process and person for the reviewing of the online nursing courses was needed. Quality review is formative and ensures that the standards set by the School are met. A mentor has been selected to evaluate the mentors presence in the courses. This mentor holds a doctoral degree in instructional design and monitors the use of best practices for online education. The number of posts to the discussion board, the quality of interaction in the posts, and other indicators of mentor presence are reviewed. This review occurs on a bi-monthly basis each term and was initiated in May of The mentor generates a report that is distributed to the dean, ADDL, and associate deans on a bi-monthly rotation. If the report indicates that the mentor is falling behind in the number or quality of posts, the ADDL and associate deans review the course to evaluate performance. For example, if the mentor has fallen below the minimum number of posts (approximately one mentor post for every 10 student posts) during the two-week period or by excessive use of high-fives or comments which do not elicit interaction, he or she will be contacted for an explanation, and a plan to increase mentor presence is put into place. This formative evaluation process assists mentors to meet the high standard of excellence required for online education in the School. The dean and ADDL include the information as part of their ongoing mentor feedback. The mentors have rich experience in teaching and learning practices, represent a variety of clinical specialties, and have evidence of scholarly activities in accordance with the mission, goals, and outcomes of the program (The tool used for the peer review process can be found in Appendix 1d; Completed forms available in the School of Nursing). 1.7 (Baccalaureate) 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. The W. Cary Edwards School of Nursing (School) differs from the other five undergraduate schools at the College in organizational structure, responsibility for legal and professional standards, delivery of degree requirements, and in the fact that it is required to be, and is, selfsupporting. The dean of the School of Nursing is the only dean to have administrative responsibility for a single purpose academic unit with a staff of 14, plus three contracted nurse educators, and approximately 120 mentors who facilitate courses in the nursing program. The funds for extensive recruitment, professional accreditation, School staff development activities, and multiple memberships in professional nursing organizations are available to this program. Monies allocated to the nursing program demonstrate that the program receives its fair share of the College fiscal resources. Preparation of the annual budget for the nursing program is the responsibility of the dean in consultation with the vice provost, vice president and provost for 35

44 academic affairs, and the vice president of administration and finance. The dean has the authority and responsibility for planning and allocating fiscal resources for the nursing program, including transferring funds from one category to another (Budget documentation in Appendix 1e). The School has sufficient funds for the program to fulfill its mission, goals, and expected outcomes. Program funds are available for office supplies, staff training, professional organization memberships, conferences (including travel expenses) at the local and national level, books and professional journals, and advertising. Funds are sufficient to compensate mentors, not only for online course mentoring, but also for course development, curriculum revision, and participation in program activities. Funds are available to support nursing program marketing endeavors and receptions for appropriate program functions. Additionally, the nursing program shares in all of the resources that are provided by the College, such as those discussed in Standard 5. The School also administered a separate budget consisting of approximately $600,000 awarded in 2005 as a three-year grant from the Health and Human Resources Service Administration (HRSA). This budget supported the recruitment and education of online minority nurse educators, the salary of the diversity coordinator, partial salaries of the dean, assistant dean for distance learning, and administrative assistant, and an annual conference held at the College. This grant was re-funded in 2008 for an additional three-year period, for approximately $700,000 (Exhibit available in Resource Room). Both the personnel and non-personnel nursing budgets have had increases each year since the inception of the online program in The increase in student enrollment resulted in increases in the fiscal resources required and allocated to provide the academic and support services needed for good educational programming. It is important to note that while the monies in the program budget are used for the specific needs of the School, other services are provided through the College infrastructure, such as those identified in Standard 5. In 2005, the development of the MSN program Nurse Educator area of specialty was supported by the College through the allocation of a separate $100,000 graduate program budget. In 2010, an additional $283,000 was provided by the College for the development of two new graduate programs. These monies were used to hire mentors to develop and review the courses, hire two nationally known consultants for the program as a whole, and to pay for program development marketing as needed. In addition, separate monies support the accreditation process. In 2010, when the Accelerated program was proposed, the dean developed a separate budget where sufficient funds were appropriated (Budget in Appendix 1e). 1.8 (1.8 Baccalaureate & 1.7 Master s) 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. In collaboration with the Office of Marketing and Communications, the W. Cary Edwards School of Nursing (School) publications and recruitment specialist develops, and annually revises and updates a School of Nursing Prospectus, recruitment brochures, and two School of Nursing student handbooks, and monitors the content of the School pages on the College Web 36

45 site. Together with the nursing staff, she reviews, revises, and updates information about nursing courses and programs and offers input on information about other College programs and services that is found online in the College Catalog and other College publications. Prior to FY2007, the Department of Management Information Systems was responsible for updating changes to the Web site. With a recent Web site redesign and acquisition of a content management system, the Office of Marketing and Communications now has the ability and responsibility, with School of Nursing input, of updating and ensuring currency and accuracy for the entire site, including those pages dedicated to the School of Nursing. The College s academic year is the same as its fiscal year which is from July 1 to June 30. New programs, degree requirements, fees, and policies are generally put in place as of July 1 or January 1 of each year, and changes to the Web site and new publications with current information are designed to coincide with implementation of those changes. All members of the nursing staff offer input into the School s publications. Staff are encouraged to review content related to each of their major areas of responsibility on an ongoing basis to help alert staff and students to any discrepancies and to help ensure updated and corrected information is included in the next year s printing. In addition, students and mentors are encouraged to offer their input, and when questions about the School s programs or courses arise from prospective or enrolled students or other College staff, the publications are reviewed to see if additional information might have been provided or if the information provided might have been presented in a different way. To further ensure quality and obtain feedback, a survey seeking feedback was included with 300 copies of the first edition of the School of Nursing Prospectus, which contained information on the new RN-BSN/MSN program and which was mailed to all enrolled students and to prospective students beginning in spring Returns of the survey were above industry averages (Exhibit available in Resource Room). The new handbook for the Accelerated program was given in draft form to the 20 students. Comments were requested and were incorporated into the final Accelerated 2 nd Degree BSN Program Student Handbook. Nursing program requirements are found in the College Catalog (pp & p. 133) as well as in the School of Nursing Student Handbook (pp. 4-16), which was designed to provide enrolled nursing students with more specific information on the requirements and planning for program completion. The School of Nursing Prospectus, which was designed for prospective students, provides an overview of all programs offered by the School, a sample of how previously completed coursework in a lower-division nursing program might apply to the BSN degree program, and specific information on admission requirements to the School of Nursing. In 2011, the Accelerated program opened, and although a brochure and handbook have been created, the program highlights are not in the current School of Nursing Prospectus due to the timing of the program, but will be included in the 2013 publication. Because most students at the College are learning at a distance, they can apply to the program on any day of the year and are on an individualized program of study, and the College Web site must provide the most complete, current, and accurate information possible, and every attempt is made to ensure that this is done. Table 1.5 is a sample of essential School information and where it is located in the College and School publications. In addition to statements of accreditation in 37

46 print publications, program ads, and online; certificates of regulatory body approvals and accreditations are displayed in the School of Nursing offices. Table Location of Essential Information in College and School of Nursing Publications Information Admissions and enrollment Tuition and fees Program requirements Credit earning options Continuing enrollment policies Graduation policies Location School of Nursing Prospectus, Accelerated 2 nd Degree BSN Program Student Handbook, and Brochure Nursing Brochures, College Guide to Tuition and Fees Nursing Brochures, Prospectus, Handbooks and Online College Catalog Online College Catalog Academic policies Online College Catalog, School of Nursing Handbooks Online College Catalog, School of Nursing Handbooks, Nursing Brochures College Catalog, School of Nursing Handbooks Policies of the School are in place that support the mission of the College, uphold the standards of the nursing profession, and provide access and opportunity for self-directed adult students seeking high-quality advanced education. Differences in policy for students in the School of Nursing with those governing students in other programs are justified by the School s acceptance of and adherence to ethical, legal health, and academic standards of a healthcare profession responsible for consumer safety (Appendix 1f). Nursing policies are found in the College Catalog (pp ) and the School of Nursing Student Handbook (pp.22-24), as well as the Accelerated 2 nd Degree BSN Program Student Handbook, all of which are distributed to students and mentors and are available on the College Web site. Policies specific to administration of courses are found in the online College Catalog that is available on the College s Web site, Policies related to grading rubrics, assignments, and group discussions are provided in materials included with every course. The Family Educational Rights and Privacy Act of 1974 (FERPA) policy is found in the online College Catalog. The Office of the Registrar is the FERPA office for the College and provides annual FERPA training for all College staff. Recruitment efforts by the College are largely in support of the College s policy of open admissions for all adult learners over the age 21, while also clearly stating that selected degree programs and areas of study are restricted to students with the appropriate licenses or professional backgrounds. All programs in the School of Nursing, with the exception of the Accelerated program, require a minimum of a current RN license, valid in the U.S., with the appropriate level of academic preparation required for the program to which an individual has applied. Recruitment efforts by the School for RN-BSN/MSN students are directed to experienced RNs and their employers through advertising in professional nursing publications, direct mailing and telephone contact, on-site recruitment at local healthcare institutions, and recruitment at state and national nursing conventions. Recruitment for the Accelerated program students includes flyers to partner hospitals and local newspaper advertising (Available in Resource Room). Recruitment efforts directed to students currently in pre-licensure programs through advertising and participation in local school sponsored education fairs and student nurse conventions are primarily aimed to inform the public of the School s options for study. All undergraduate students in the College, and all RN nursing students, proceed on an individualized plan of study on a self-paced basis. Policies similar to those for the more 38

47 traditional programs are in place for graduate students in other College programs. However, to encourage RNs to move seamlessly from lower-division nursing to the graduate level, the School has implemented policies for its students that are consistent with the policies on recruitment, admission, and retention of undergraduate nursing students. The College has neither academic probation nor academic dismissal for undergraduate students consistent with its mission to provide access and opportunity for adult learners. The School has adopted most College policies for its programs, but limits the times a course may be repeated: RN undergraduates and graduate certificate students may repeat each course one time; MSN students may only repeat two nursing courses one time each. The differences in the College and School of Nursing policies as compared to the Accelerated program policies are all demonstrated in the Policies that Differ from College Undergraduate Policies chart (Appendix 1f: Program policies that differ from College undergraduate policies). Students in other programs at the College have several options for maintaining enrollment, such as payment of an annual tuition or earning a minimum number of credits at the College each year. Continuing enrollment or retention policies for nursing students were established in 2004 to encourage students to progress toward program completion and to reduce the number of enrolled students being provided academic and support services who are not earning credit toward program requirements. These policies allow for students to remain enrolled as long as they earn at least three credits in each 12-month period that applies to program requirements. Under these policies, students may progress at their own pace and opt out for a term or two, if necessary, without penalty. Students who are unable to meet this three-credit requirement are placed on inactive status, but may return to active status at any time without academic penalty. With ongoing encouragement and monitoring of student progress by the academic advisors, the School has been able to retain approximately 89% of its RN-BSN/MSN nursing students each year, which is the highest continuing enrollment percentage of any School in the College, and many students who have been unable to maintain active status have returned to complete their program at a later date. Ongoing communication and interaction by , phone, course platform, Internet, and in person allows nursing staff, nursing mentors, and students to keep informed on policies and have clarification as needed to ensure equity and fairness in implementation. Policies are reviewed on an ongoing basis in keeping with program changes made by the School and the College and with issues that arise where a change in policy is warranted. With transition to an online course format in 2001, and with planning for expansion to an RN-BSN/MSN program which was implemented in 2006, and the opening of the Accelerated program in 2011, policies have been continuously reviewed and revised as needed. In addition, with recent re-structuring of other schools in the College and their graduate programs, the School has reviewed its policies and revised them as appropriate for congruence. Wherever possible, changes in School policy are communicated to students, mentors, and others in a manner appropriate such as direct mailing, Internet posting, course announcement, and/or mentor meeting. All College and School publications are reviewed annually and include updates and changes in policy. The College provides an extensive orientation to new employees, which includes a review of all policies related to their employment. Employment-related policies include the College s Whistleblower Policy, Affirmative Action Plan, Ethics Code and Policy, Drug-Free Workplace Policy, and Acceptable Use Policy for Information Technology (Exhibit in Resource Room). 39

48 Policy statements are provided to employees in paper format and are also available electronically through the myedison portal. The Ethics and Affirmative Action policies require that employees complete special training. The College s Ethics Officer, who also acts as the Ethics Liaison Officer to the New Jersey State Ethics Commission, oversees the mandatory annual staff training sessions on the institution s Ethics Code. The College s Ethics Code, as well as the state s Uniform Ethics Code and a guide to the Uniform Ethics Code are available to all staff through the College Web site and the myedison portal. The College s Affirmative Action Officer provides face-to-face training on Affirmative Action law and policy. The Ethics and Affirmative Action policies also require specific action (in addition to attending training) on the part of employees. For example, staff members must file various ethics forms designed to prevent conflicts of interest. The Affirmative Action Policy requires that certain procedures be followed in interviewing, hiring, and other employment-related activities. The policy also prohibits actions that lead to the creation of a hostile work environment, as defined in the New Jersey Law against Discrimination and in other statutes. In cases where employees are suspected of having engaged in unethical behavior as defined by the Uniform Ethics Code or of having violated the Affirmative Action Plan, an investigation is undertaken by the Ethics Officer or the Affirmative Action Officer, as appropriate (Exhibit in Resource Room). If the investigation reveals that violations have occurred, the appropriate officer prepares a report to the president that includes recommended sanctions. The affected employee is also notified of the outcome of the investigation and has various rights of appeal. Three separate committees are charged with resolving student appeals or grievances, if these have not been dealt with at the unit level. The Administrative Appeals Committee handles appeals related to the College s administrative policies and procedures. The Student Conduct Committee handles appeals related to the Non-Academic Code of Conduct. The deans and Academic Integrity Committee handle grievances related to mentors, the Academic Code of Conduct/Grading Policy, and other academic issues. College staff may also bring complaints. Depending on the complaint, these are handled in accordance with the College s Affirmative Action Plan; the College s Whistleblower Policy; policies established, for represented employees by their unions; and policies established by the College s Office of Human Relations for non-union employees (Available in Resource Room). The College s Affirmative Action Officer handles any grievance related to affirmative action. Allegations of violations of the Ethics Codes are handled by the Ethics Officer. And employee complaints unrelated to affirmative action or ethics are handled by the Office of Human Resources. Like students and staff, mentors have access to information on policies. They are given this information both in print and electronically at virtual mentor meetings (Exhibit in Resource Room). Mentors may contact any School of Nursing staff to raise questions or concerns. 40

49 1.9 (1.9 Baccalaureate & 1.8 Master s) Records reflect that program complaints and grievances receive due process and include evidence of resolution. Both Thomas Edison State College (College) and W. Cary Edwards School of Nursing (School) encourage communication and interaction with prospective and enrolled students, mentors, and other parties interested in the institution s programs and activities. When dissatisfactions arise, the dissatisfied party is directed to follow the Thomas Edison State College Student Complaint Policies and Procedures established for filing a complaint, as outlined online in the College Catalog (p.163). Student feedback and concerns related to mentor response time on written assignments and feedback on student postings on discussion questions are reviewed and discussed with the mentor involved. In instances where the mentor performance is continually not in accordance with established guidelines, the mentor is either not retained or is given limited course assignments until the issues are resolved. When student feedback and complaints are related to course assignments, the issue is discussed with the Curriculum Subcommittee of the SONC and the other course educators mentoring that course. The course and its assignments are reviewed, and minor adjustments are made as necessary until the course comes up in the review cycle (Review cycle schedule in Resource Room) To date, there have been four complaints written to the Dean of the School of Nursing. The more common types of concerns received by the School are kept in a locked file in the School office. The dean is apprised of any concerns involving the School, is actively involved in their resolution, and maintains a file that is regularly reviewed and shared with the SONC. Mentors and other offices of the College are informed of areas of concern involving them as expressed by students on end-of-course evaluation as well as in person or by . In 2011, the College implemented its complaint policy. Since 2003, the School of Nursing has had its own complaint policy that can be found in the School of Nursing Student Handbook (p. 24). The School now follows the College policy and will add it to all necessary publications in the 2013 publication revision. The current College policy is found online in the College Catalog (p. 163) Appeal of academic decisions is handled under the College s established Academic Appeals Policy, that can be found in the College Catalog (pp & p. 185). For most nursing education units engaged in distance education, the additional criterion is applicable: 1.10 (1.10 Baccalaureate & 1.9 Master s) Distance education, as defined by the nursing education unit, is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit. The overall mission, philosophy, purpose, and goals of the nursing program are congruent with the Statement of Mission and Purpose of Thomas Edison State College which is to provide flexible, high-quality, collegiate learning opportunities for self-directed adults (Thomas Edison State College Catalog , p.3). The mission of the College mandates innovation and 41

50 exploration with non-traditional educational methods while adhering to high academic standards. The College has an academic program which addresses the needs of adult learners and which accommodates the priorities and challenges of adult life. The College Statement of Mission and Purpose was formally adopted and approved by the Board of Trustees in 1993 and is reviewed regularly to ensure that the educational needs of the adult learners continue to be met. The W. Cary Edwards School of Nursing Mission and Philosophy are consistent with the College Statement of Mission and Purpose. The nursing program mission recognizes students as adult learners and offers them alternative approaches to traditional campus-based instructional baccalaureate and master s nursing education. These students are adults with varied experiences gained in a variety of settings. The learner-centered program is self-paced, convenient, and flexible. It offers adults a variety of assessment methods to demonstrate proficiency in general and professional education which may be completed almost entirely at a distance. Students who choose Thomas Edison State College are representatives of a culturally, racially, ethnically, and socio-economically diverse population. Like the College mission, the mission of the nursing program seeks to prepare students for professional nursing practice by removing barriers to, and providing opportunities for, degree completion. The hallmark of the School of Nursing s programs is independent and self-directed learning. 42

51 STANDARD 2 FACULTY AND STAFF Faculty and Staff - Qualified faculty and staff provide leadership and support necessary to attain the goals and outcomes of the nursing education unit. This standard is met for the baccalaureate program. This standard is met for the master's program. 2.1 (Baccalaureate) Faculty are credentialed with a minimum of a master s degree with a major in nursing and maintain expertise in their areas of responsibility. 2.1 (Master s) Faculty are academically and experientially qualified; the majority of faculty hold earned doctorates. The Thomas Edison State College (College) W. Cary Edwards School of Nursing (School) programs utilize mentors in four major capacities: as members of the W. Cary Edwards School of Nursing Committee (SONC), which has academic oversight of the curriculum; as content experts acting as course developers, as college committee members, and as course mentors who facilitate the nursing online courses. Interestingly, all of the current members of the SONC (excluding the student and alumni members) also serve as online course mentors. This overlap contributes to meeting the goal of consistency throughout the nursing program and consistency with the rest of the College. All mentors for the nursing program are academically and experientially qualified for the services provided. All nursing mentors have an earned master s degrees in nursing; 61% are prepared at the doctoral level; and an additional 15% are or have been enrolled in doctoral programs The wide variety of academic institutions represented, in addition to the opportunity to draw from an unrestricted geographic area for the online-based program, provides for a diverse and widely experienced group of nursing mentors. This wealth of experience brings learning opportunities for students that both expand the horizons of their practice and stimulate their interest in lifelong learning. Mentors are utilized in all programs (the Accelerated 2 nd Degree BSN Program, and the RN- BSN/MSN Program) according to their expertise. They are not strictly classified as baccalaureate or master s mentors. However, with few exceptions, (Informatics, Health Policy and Finance) the mentors in the graduate program have an earned doctorate (Baccalaureate) A minimum of 25% of the full-time faculty hold earned doctorates. As of this writing, 75 of 123 (61%) mentors utilized by the School have earned doctorates, another 19 (15%) have some doctoral preparation, including two mentors at the candidate level (Baccalaureate) Rationale is provided for utilization of faculty who do not meet the minimum credential. All nursing mentors meet the minimum required credential. 43

52 2.2 (Baccalaureate) Faculty (full- and part-time) credentials meet governing organization and state requirements. All active online course mentors are licensed as RNs in the United States and are academically and professionally in compliance with the qualifications stipulated in the New Jersey Administrative Code, Title 13, Chapter 37, subchapter 1:13: (Available in Resource Room). The nursing program has national representation, with mentors residing in 32 different states. All nurse mentors are licensed RNs in their respective states. Thomas Edison State College provides each mentor with the Statement of Performance Standards for Thomas Edison State College Mentors and access to Mentoring at Thomas Edison State College (Statement of Performance Standards available in Appendix 1c). 2.2 (Master s) Faculty credentials reflect appropriate advanced practice certifications and expertise in their area(s) of teaching. By self-report, over 50 of the College nursing mentors are currently certified in specialty areas. These areas include: Adult Psychiatric/Mental Health Nursing, Church Ministry, Nursing Informatics, Medical Surgical Nursing, Nursing Administration, Mediation Training, Obstetrics- Gynecology Nursing, Critical Care, Women s Health, Perinatal Nursing, Informatics and Childbirth Education, Nurse Educator, Nurse Executive, Transcultural, and Emergency Nursing (Individual certifications in the peer review table available in Resource Room). Several are nurse practitioners or clinical specialists. Some mentors are administrators in colleges, home care, acute care, government agencies, consulting firms, or in Web-based development companies. Many mentors are tenured at other institutions, one is an author of a widely used nursing education textbook, and several are nationally recognized experts in their fields. Almost all are certified in distance education. Because the School does not offer an advanced practice or nurse practitioner program, all mentors are not necessarily certified as advanced practice nurses. Efforts are made to place mentors in courses appropriate to their certifications; when this is not possible, mentors who have taught the subject matter extensively elsewhere are utilized to mentor similar College courses. Table 2.1 shows current mentors specialty certification. 44

53 Table 2.1 Mentors Specialty Certification Certification Informatics CNE FNP/NP OB Staff Development Transcultural Med Surg Nursing Administration # of Mentors Certification Midwife Community Health Occupational Health Lactation Childbirth Educator Emergency CNS Nurse Executive # of Mentors Many mentors have had teaching experience in their backgrounds but have moved on to other nursing specialties. They subsequently have found that they miss the student experience and are pleased to have found the opportunity to resume their contact with students. Other mentors have retired, and still other mentors are pleased to be able to continue to provide service to the nursing profession without the boundaries of rigid schedules and distance. Some mentors who are tenured faculty elsewhere offer to mentor a course during the summer months or during a light semester. The College has academic performance standards for all mentors who facilitate courses and are associated with the College. The College s pursuit of academic excellence is characterized by the following elements of performance expected of all mentors: Ethical behavior Respect Behavior toward students Assignment of student work Pedagogy Currency in their field of expertise Operations Performance evaluation criteria The component of currency in the field of expertise is further described as the demonstration of activity and competency in the mentor s field of professional study. Mentors must provide evidence of activities such as engagement in research and creative work, publishing in the field of study, and/or teaching at the college level in the appropriate field (Statement of Performance Standards for Thomas Edison State College Mentors can be found in Appendix 1c). Mentors give evidence of expertise in education through teaching assignments at their home college, presentations and publications in professional arenas, and the completion of the Certificate in Distance Education Program (CDEP) from the School (See Standards 4 (Baccalaureate) and 2.5 (Master s) and the nursing mentor table in Resource Room). 45

54 According to the Bylaws of the School of Nursing Committee (SONC), the Peer Review Subcommittee of the SONC is charged with reviewing the currency and appropriateness of mentors active in the program. The Peer Review Subcommittee is chaired by a doctorally prepared mentor who has served as chair since Under her leadership, the Subcommittee, composed of five mentors and three School of Nursing staff, developed the peer review process and review elements of the curriculum vitae (CV) submitted by mentors. This is a triennial process. The Peer Review Subcommittee utilizes the general College standards for mentor appointment as well as professional nursing standards. During the years 2001 to 2005, a focus of the Subcommittee was to determine the content expertise, the academic preparation and the preparation to mentor in an online program. Another focus was continuing professional education. Mentors were questioned regarding their attendance at continuing professional education programs. During the 2008 peer review, a shift in focus of review necessitated the continuing education (CE) component dropped as a result of many states requiring CE for professional license renewal (See summary and recommendations from the peer review process in Standard 2.5). 2.3 (Baccalaureate) Credentials of practice laboratory personnel are commensurate with their level of responsibilities. For the Accelerated 2 nd Degree BSN Program (Accelerated program), 2.5 nursing educators are responsible for supervising and facilitating clinical activities that include nursing skills laboratory, simulation laboratory, and agency clinical practice. These master s prepared educators possess expertise in their specialty areas and are credentialed by the American Nurses Credentialing Center as a nurse practitioner, clinical nurse specialist, and medical surgical nurse. All are graduates of the Certificate in Distance Education Program (CDEP). The assistant dean and lab coordinator is an assistant dean in the School, and is master s prepared, board certified in Medical-Surgical nursing, and a certified nurse educator (See curriculum vitae in the School of Nursing). In the RN-BSN program, there are no practice laboratory personnel; as students are already licensed. In NUR-441: Community Health, students work in a designated geographic community, not attached to an agency. This course is further explained in Standard (2.4 Baccalaureate & 2.3 Master s) The number and utilization of faculty (full- and part-time) ensure that program outcomes are achieved. The SONC and the online course mentors numbers and type of expertise, are sufficient to meet the purposes and objectives of the program. Table 2.2 reflects the use of mentors in the October 2009, 2010, and 2011 terms, with number of sections, number of mentors utilized, and number of students registered into sections. 46

55 Table 2.2 Use of Mentors Year Number of sections offered in the October term Number of individual mentors utilized Total number of students registered into nursing courses Average number of students/section Number of sections with more than 15 students * *This includes two hybrid sections of the Accelerated program with 20 students each. The other five sections in 2011 include one section with 17 (where the mentor preferred one large section rather than two smaller sections) and four sections with 16 students. The enrollment is carefully monitored monthly to ensure adequate mentor coverage, and new mentors are added to ensure that quality and relatively small class size can continue (Monthly report available in Resource Room). At present, approximately 400 individual nursing course sections per year are offered, and approximately 120 mentors are needed to accomplish the School of Nursing goals. While there are no national data on completion rates for distance education, it is widely held that dropout rates for online courses are higher than for traditional onground courses. The School s dropout rate is significantly lower for online courses than that of the rest of the College. The following charts in Figures 2.3a, & 2.3b, contrast the College s online course non-completion rate with that of the School for AY Figure 2.3a Completion Rate of Non-Nursing Online Courses Received Credit 2.18% Completed No Credit Withdrawals Incomplete No Credit 12.77% 10.48% 74.56% Completion Rate of Non- Nursing Online Courses 47

56 Figure 2.3b Completion Rates of Online Nursing Courses 5.89% 2.46% 0.82% Received Credit Withdrawals 90.83% Completed No Credit Incomplete No Credit Completion Rate of Online Undergraduate Courses 2.14% 1.31% 0.33% Received Credit Withdrawals 96.22% Completed No Credit Completion Rate of Online Graduate Nursing Courses Incomplete No Credit Data are kept on the withdrawal rate, defined as those students who withdraw after the twentysecond day of the course. Table 2.3 shows the withdrawal rate, as defined above, for nursing courses during the 2010, 2011, and 2012 (to date) academic years. 48