Lake- Sumter State College. Associate Degree Nursing Program. Self-Study Report. For the. Accreditation Commission for Education in Nursing

Transcription

1 Lake- Sumter State College Associate Degree Nursing Program Self-Study Report For the Accreditation Commission for Education in Nursing Presented by the Faculty January, 2015

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3 SECTION ONE: Executive Summary 10 General Information 10 Introduction 11 History of the Nursing Program 13 Executive Summary of Standards and Criteria 15 Summary of Strengths and Areas Needing Improvement 20 SECTION TWO: Standards Standard One Mission and Administrative Capacity 22 Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Standard 2 Faculty and Staff 44 Criterion Page 2

4 Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Standard 3 Students 74 Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Page 3

5 Standard 4 Curriculum 98 Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Standard 5 Resources 158 Criterion Criterion Criterion Criterion SECTION THREE: Standard Six Outcomes 171 Standard 6 Outcomes 171 Crtierion Criterion Page 4

6 Criterion Criterion Criterion Criterion Criterion Criterion Criterion Systematic Plan for Program Evaluation 189 Standard 1: Mission and Administrative Capacity 189 Standard 2: Faculty and Staff 200 Standard 3: Students 210 Standard 4: Curriculum 220 Standard 5: Resources 242 Standard 6: Outcomes 247 SECTION FOUR: Appendix 260 Appendix A: Organizational Chart 260 Appendix B: Educational Services Agreement 262 Page 5

7 Tables Table Introduction 1 Lake-Sumter State College Student Profile 12 Table Introduction Population Estimates: Lake and Sumter Counties 12 Table Introduction 3 Population Diversity: Lake and Sumter Counties 13 Table Introduction 4 Student Profile 14 Table Comparison of LSSC s and the Nursing Program s Vision and Mission Statements 22 Table Nursing Student Learning Program Outcomes 24 Table Articulation Between General Education Competencies and Nursing Student Learning Program Outcomes 25 Table Nursing Faculty Representative on College Councils, Committees, and Task Force Teams 27 Table Nursing Program Committees and Representation 28 Table Student Representation on Nursing Program Committees 30 Table Nursing Program Advisory Committee Membership 31 Table FCNEA Survey Results ( ) and Impact to the LSSC Nursing Program 33 Table Nursing Program Partnerships 34 Table Faculty Policies 39 Table elearning Mission and Vision 40 Table Nursing Program elearning Course Conversion Plan 41 Table Full-Time Faculty Profile Table Full-time and Part-Time Faculty by Academic Year 48 Table Part-Time Faculty by Highest Academic Degree 48 Table Part-Time Faculty Profile Page 6

8 Table Governing Organizations Faculty Standards 51 Table Clinical Practicum Registered Nurse Preceptor Role and Accountabilities 52 Table Faculty Liaison Role with Clinical Nurse Preceptors 53 Table Nursing Student Learning Program Outcomes 55 Table Program Outcomes: Program Completions 56 Table Program Outcomes: NCLE-RN First Time Pass Rates for Graduates 56 Table Program Outcomes: Job Placement Rates and Graduate Satisfaction 57 Table Faculty Scholarship 59 Table Lake-Sumter State College Excerpt List of Policies and Procedures 74 Table Nursing Program Unique Policies 76 Table Lake-Sumter State College Student Services 83 Table Responsibilities and Credentials of Support Service Professionals 84 Table Student Evaluation of the Usefulness of College & Nursing Program Support Services 86 Table Relevant LSSC Grievance and Disciplinary Administrative Procedures 90 Table Locally Stored Nursing Program Student Records 90 Table Default Rate History 92 Table Example Form for Filing Due Process of Program Complaints and Grievances 95 Table Congruence of Nursing Program Student Learning Outcomes with Select Professional Standards and Competencies 99 Table General Track Nursing Curriculum by Semester 104 Table Bridge Track Nursing Curriculum by Semester 109 Table A Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Human Flourishing Competency 112 Page 7

9 Table B Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Nursing Judgment Competency 119 Table C Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Professional Identity Competency 128 Table D Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Professional Identity Competency 133 Table Required General Education Courses and Application to Nursing 138 Table Course Related Culturally Diverse Concepts 141 Table Educational Theories Used in Nursing Education 142 Table General Track Courses by Semester 147 Table Bridge Track Courses by Semester 148 Table National Patient Safety Goals as Demonstrated in Clinical Courses 152 Table Facilities and Related Learning Experiences 155 Table Comparison of Nursing versus Biology Department Budgets 159 Table Additional Funding Sources for the Nursing Program 160 Table Staff and Program Development Funding 160 Table Size of Nursing Department Facility on Leesburg Campus 163 Table Size of Nursing Department Facility on South Lake Campus 163 Table Learning Center Hours of Operation 163 Table Library Hours of Operation 167 Table Faculty and Assigned ACEN Standards 172 Table ACEN Standard Review Schedule: Academic Year 172 Table Evaluation of Student Achievement of Nursing Student Learning Program Outcomes 173 Page 8

10 Table Role-Specific Graduate Competencies as Addressed in the Final Nursing Practicum Course 175 Table Comparison of Concurrent Course Offerings versus Minimester Course Offerings _ 181 Table Bridge Track Comparison of Face-to-Face versus Hybrid Course Performance 181 Table NCLE First Time Pass Rate by Campus (General) and by Track 183 Table First Time Performance on NCLE-RN with 3-Year Mean 183 Table Mandatory HESI Review Class as Part of Practicum Grade 184 Table Program Completion Rates 184 Table Demographic Comparison of Starting Cohorts to Program Completers 185 Table Graduate Satisfaction 186 Table New Graduate Job Placement Rates 188 Page 9

11 Section One: Executive Summary GENERAL INFORMATION Program and Purpose of Visit Associate Degree Nursing program continuing accreditation Site Visit February 25-27, 2015 Governing Organization Lake-Sumter State College 9501 U.S. Highway 441 Leesburg, Florida Lake-Sumter State College Chief Executive Officer Charles R. Mojock, Ed.D. President, Lake-Sumter State College Regional Accreditation Body Southern Association of Colleges and Schools Commission on Colleges 1866 Southern Lane Decatur, GA Date of most recent accreditation: June 2014 continued accreditation at higher degree level to offer the baccalaureate degree in Organizational Management. Date of last reaffirmation of accreditation was 2011; next reaffirmation is scheduled for Nursing Education Program Associate in Science Degree Nursing Program Lake-Sumter State College Health Sciences Center 9501 U.S. Highway 441 Leesburg, FL Administrator of the Nursing Program Cynthia L. Griffin, MN, ARNP, CNE Director, Nursing Program P: F: Florida Board of Nursing (FBON) Lake-Sumter State College s nursing program was initially approved by the Florida Board of Nursing in This approval continued until June 30, Page 10

12 National League for Nursing Accrediting Committee (NLNAC) The Lake-Sumter State College s nursing program received initial accreditation by the NLNAC Spring, The standards used at the time of this accreditation review were the 2008 edition of the NLNAC Accreditation Manual. INTRODUCTION Lake-Sumter State College (LSSC) offers a limited-access Associate in Science Degree (ADN) program in nursing, which includes two separate tracks: the general track and the bridge track for Licensed Practical Nurses (LPNs) and Paramedics. The general track is for students who have limited or no previous health care licensure or certifications. The bridge track is for Licensed Practical Nurses (LPNs) or certified paramedics seeking RN licensure. The nursing program was granted approval by the Florida Board of Nursing (FBON) in 1983 and was accredited in 2010 by the Accrediting Commission for Education in Nursing (ACEN), formerly the National League of Nursing Accrediting Commission (NLNAC). In 1961, the Florida legislature authorized Lake-Sumter Junior College (LSJC) as an institution of higher learning to serve the citizens of Lake and Sumter counties. The college was established in Leesburg, Florida, which is located in the central part of Lake County in the geographic heart of the state. Classes began in the fall of 1962, and the college graduated its inaugural class of 39 students in LSJC merged with Johnson Junior College (local higher education institution established to serve African Americans) in Subsequently, LSJC was awarded initial accreditation by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) in Every decade since then, the college has been granted SACSCOC reaffirmation of accreditation. After the Florida legislature authorized a Division of Community Colleges to oversee all community colleges in Florida, the LSJC District Board of Trustees changed the college s name to Lake-Sumter Community College (LSCC) in In response to community needs to offer baccalaureate degrees, the District Board of Trustees held a special meeting in August 2011 and unanimously approved the initiation of the application process for offering four-year degrees. Required permissions for program expansion were obtained from the Florida College System and the Southern Association of Colleges and Schools Commission on Colleges to offer the Bachelor of Applied Science degree in Organizational Management in January 2013, and the college received approval to change its name to Lake-Sumter State College. LSSC is a multi-campus, public institution of the Florida College System that offers advanced educational opportunities to the residents of Lake and Sumter counties. These educational opportunities include associate degrees and certificates that prepare students for employment, career advancement, and four-year college or university transfer, specialized training for business and industry that supports the workforce, and a variety of continuing education and lifelong learning programs. The new Bachelor of Applied Science degree in Organizational Management will allow more students to continue their education locally. The college has grown into a three-campus institution serving over 7,500 students annually. The Leesburg, South Lake (Clermont), and Sumterville campuses have become viable assets in their communities. The Leesburg campus is currently the largest of the three, followed by South Lake, Page 11

13 and Sumterville respectively. Table Introduction 1 provides a profile of the student population at LSSC during the academic year. Table Introduction 1 Lake-Sumter State College Student Profile Students Enrolled in a Course ( ) Total Students (N = 6,042) Full-time Students 1, % Part-time Students 4, % Average Student Age * Ethnicity / Race 25.1 years White/Non-Hispanic 3, % Hispanic % Black/Non-Hispanic % Other % Not Reported % Gender Female 3, % Male 2, percent Enrollment by Program Type Associate in Arts degree 3, % Associate in Science degree % Technical Certificates % Bachelor s degree % Recreation & Leisure 1, % Lifelong learning % Source: LSSC Facts at a Glance, Planning and Institutional Effectiveness Office * Ages make up percent of the total student population. Percent of Total Students The college s service area is comprised of a diverse population of more than 415,000 residents in two growing Central Florida counties Lake and Sumter (Tables Introduction 2 and Introduction 3). Between the years 2000 and 2012, the population of Lake County grew by over 44 percent. (US Census Bureau, American Community Survey). Similarly, the population of Sumter County grew by 88% during the same time period (US Census Bureau, American Community Survey; Sumter County Office of Economic Development). This growth is largely attributed to an influx in the senior population of both areas. Table Introduction Population Estimates: Lake and Sumter Counties County Population Lake 308,034 Sumter 107,056 Total 415,090 Source: 2013 United States Census Bureau, Quick Facts Page 12

14 Table Introduction 3 Population Diversity: Lake and Sumter Counties County White / Non- Hispanic Hispanic Black / Non- Hispanic Asian Over 65 Years of Age Lake 73 % 13.1 % 10.5 % 2.1 % 24.2 % 13.0 % Sumter 84.2 % 5.7 % 8.7 % 0.8 % 43.4 % 11.7 % Below the Poverty Line Source: 2013 United States Census Bureau, Quick Facts; Florida Department of Economic Opportunity Primary employment by industry in both counties includes trade, transportation, and utilities; professional and business services; construction; education; and health services. HISTORY OF THE NURSING PROGRAM The Lake-Sumter State College (formerly Lake-Sumter Community College) nursing program was established in1983 on the Leesburg, Florida, campus. This development was in response to the request of local hospitals and health care facilities. Sixteen students were admitted to the initial one-year LPN to RN bridge program. Subsequently, in 1987, a two-year general track nursing program was added. This program was designed for students who had no previous healthcare experience and held no healthcare licenses. That program continues today and is a 72- credit program as dictated by the state of Florida for associate degree nursing. These credits include 28 prerequisite and 44 nursing course credits. In 1999, in order to meet Lake County s community needs, the nursing program added general track students to the LSSC South Lake campus in Clermont, Florida. This twelve-seat expansion was approved by the Florida Board of Nursing to meet the educational needs of the southern area of Lake County. Since its inception on the South Lake campus those seats have been increased to include 36 admitted students each fall semester. In 2004 the LSSC program director and nursing faculty recognized a need to evaluate the curriculum more critically. This evaluation was in response to changing trends in standards and competencies, performance expectations, and a decrease in scores on the NCLE-RN. The nursing faculty completed a review of the literature on current nursing practice standards and curriculum design, information from which was used to identify strengths and weaknesses of the program and its curriculum. As a result of that evaluation, an extensive curriculum revision was begun, and a completely new curriculum was implemented in the fall semester of Since that time, the faculty evaluates the curriculum annually and makes modifications to ensure that the curriculum is current and relevant to health care trends and best practices. The nursing program s bridge track was expanded in 2005 to include placement for paramedics holding a Florida certificate thereby increasing their opportunities for advancement. Once accepted into the program bridge students enrolled in an exclusive summer transition course to prepare them for entry into the general track of RN training in their 2 nd and 3 rd semesters. They then entered the courses offered to the second year general track students and progressed with them until graduation. Due to the program s implementation of a new general track curriculum in 2006, this flow was not suitable to support these transitioning students. In 2008 the bridge track was suspended for 1 year to allow for complete redesign of the program delivery and courses. During the research and development phase, 19 students completed their LPN to RN education through a Page 13

15 collaborative agreement with Miami Dade College. The resulting curriculum was approved by the board of trustees and the Florida Board of Nursing. The bridge program, implemented in 2009, includes a three- semester curriculum that was specifically designed for the LPN and the Paramedic professional. This track meets the Florida requirements of a 72-credit nursing education program including 28 prerequisite credits, 17 articulation credits, and 27 nursing credits. Students enter the program as one cohort and remain in that cohort throughout their program. The track is taught by two full-time and three part-time faculty members. The nursing program with general and bridge tracks was granted initial NLNAC accreditation in 2010 without recommendations. The college, program director, and faculty remain committed to the quality of nursing education that is an expectation of ongoing accreditation. The college continues to award an Associate Degree in Nursing (ADN) for all graduates of the program. In 2012 LSSC partnered with the University of Central Florida (UCF) in Orlando, Florida to begin offering a concurrent Bachelor of Science in Nursing (BSN) program on the Leesburg campus for all enrolled ADN students who were interested and qualified. This partnership continued for the three years; however, because of low student enrollment for UCF classes, this program is currently being redesigned in an effort to meet the needs of our students. The profile of the LSSC nursing program student has been slowly changing through the past few years. The South Lake campus has experienced an increase in the number of students from varied ethnic backgrounds. Faculty members have noted that many students experience challenges with English as a second language (ESL). It is recognized this may negatively impact their success in the nursing program. The college has been very supportive in assisting the nursing department to identify methods that will assist these students through their individual classes. Table Introduction 4 shows the current fall term 2014 demographics of the students enrolled in the nursing program. Table Introduction 4 Student Profile Nursing Student Characteristics Total Nursing Students (N = 159) Full-time Students, General Track % Full-time Students, Bridge Track % Part-time Students 0 0 % Average Student Age * 29.1 years 0% Ethnicity / Race White/Non-Hispanic % Hispanic % Black/Non-Hispanic % Asian 8 5.0% Native American 1 0.6% Other 2 1.2% Gender Female % Male % Percent of Total Nursing Students Page 14

16 When the demographics for the nursing program students are compared to all LSSC students, slight differences are recognized. The nursing students represent a higher percentage of women, are slightly older than the general LSSC student, and have a higher proportion of White/non-Hispanic, Hispanic, and Black/non-Hispanic students. These variations, while slight, have created some unique educational challenges for nursing program students and for faculty. SUMMARY OF STANDARDS AND CRITERIA Standard 1 Mission and Administration Capacity The mission, vision, and core values of the Lake-Sumter State College (LSSC) nursing program are congruent with the mission, vision, and core values of the college. Likewise, the college s General Educational Competencies articulate well with the nursing program s student learning outcomes (SLOs). The nursing program faculty has significant input into the creation and monitoring of the nursing program s mission, vision, core values, and philosophy as well as the SLOs. This has allowed the faculty to create an open and caring educational environment to prepare students for nursing careers. The nursing program faculty is actively engaged in college level and nursing program committees. For example, 10 of the 14 nursing faculty members currently serve on 11 of the college s 25 committees, including Administrative Council, Baccalaureate and SACSCOC Leadership Committee, the Health Sciences Collegiate Academic Experimental Learning Committee, Professional Development Steering Committee, Faculty Rank and Promotion Committee, and the Teaching and Learning Committee. All full-time nursing faculty members serve on the program s Curriculum Committee and on a variety of other nursing program committees. Nursing students also are encouraged to participate in governance organizations by serving as student representatives on the nursing program s Curriculum Committee and other college committees. Hospitals, community agencies, local health departments, behavioral care centers, homecare and rehabilitation facilities, and hospice agencies provide input into the nursing program via representation on the program s Advisory Committee. This committee meets biannually. The nursing program has a number of beneficial partnerships. Local hospitals provide healthrelated work opportunities for students. The LSSC Foundation, Inc. (the Foundation) frequently provides funding for equipment such as the Demo Dose meddispense system that was just purchased for both campuses. This system will facilitate accurate medication administration during simulated laboratory experiences. The Foundation most recently provided funding for 163 students and 19 faculty to attend the 2014 annual conference of the Florida State Student Nurses Association. The LSSC nursing program s administrator, Cynthia Griffin, is experientially and educationally qualified to direct the program. She holds a Master in Nursing (MN) degree with a specialty as a gerontologic Advanced Registered Nurse Practitioner (ARNP) and is also a Certified Nurse Educator. She has a clinical background in both community-based and hospital practice. For the past 18 years, she has been involved in a variety of positions at the associate degree nursing program level including administrative positions for the past three years. She is academically prepared and meets the state requirement for the position. Ms. Griffin has full authority to manage Page 15

17 the nursing program, including budget preparation, nursing program review, and faculty performance evaluation. In collaboration with the college s budget office, Ms. Griffin prepares the program s budget. This budget is consistently adequate to support the purpose of the program and is equitable to other college departments based on the number of full time equivalent (FTE) personnel in the program. She consistently seeks support from hospitals, foundations, grants and other outside sources for funds to enhance learning activities and specialized projects. All LSSC policies apply equally to the nursing faculty as they do for all faculty members. The faculty has ready access to all policies through the Administrative Procedures Manual and the Faculty Handbook. Nursing faculty members must meet the educational, experiential, and licensing requirements for the faculty position. All faculty members working with students in clinical settings are required to have criminal background checks, current CPR certification, substance abuse testing, maintain current immunizations, and have current TB testing as a clinical agency requirement. The nursing program continues to expand its online course presence. As of fall semester 2014, 9 of the 20 nursing courses had some type of online presence. Of these, two are technology enhanced and seven are hybrid (partly in class and partly on-line). At this time, the others are fully seated courses. The published plan (Table ) in section one shows progress toward a more online environment. This plan is consistent with the college s mission to provide high-quality and accessible programs, and the nursing program s mission and vision of providing student-centered, evidence-based, innovative instruction. Standard 2 Faculty and Staff Faculty members in the Associate Degree Nursing Program are in compliance with faculty credentialing requirements of Lake-Sumter State College, Florida Board of Nursing, Accreditation Commission for Education in Nursing (ACEN), and the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). All full-time faculty members are licensed registered nurses in the state of Florida hold a graduate degree with a major in nursing. All parttime faculty are licensed registered nurses in the state of Florida holding a minimum of a baccalaureate degree with a major in nursing. The percent of part-time faculty prepared at the master s level with a major in nursing has been inconsistent for the past three academic years. Because part-time faculty members are hired as needed, it is difficult to maintain a reliable source of qualified part-time instructors. The percentages of part-time faculty members holding a master s degree for the past three academic years are 67 percent in , 60 percent in , and 50 percent in The cause of the decline includes individuals returning to school, moving away, and withdrawing their availability just prior to the beginning of the fall term. There are sufficient numbers of faculty and staff to ensure that program outcomes and student learning outcomes are achieved. The nursing program s workload policy establishes a teaching load that supports faculty teaching responsibilities, scholarship activities, and service to the college and the community. Faculty members have provided evidence of professional contributions and are actively engaged in endeavors that substantiate and reflect the scholarship of discovery, teaching, integration, and application. Page 16

18 The number of support staff is sufficient to ensure that program outcomes and student learning outcomes are achieved. New full-time and part-time faculty members are oriented to the college and the nursing program. All new faculty members are mentored to their roles and responsibilities by a full-time faculty member. The mentoring process fosters career development for the mentor and the mentee, enhances recruitment and retention of nursing faculty members, and establishes a healthy academic work environment. Full-time faculty members are evaluated annually in the college s performance cycle. All new faculty members (both full- and part-time) are evaluated at the end of a 90-day probationary period. Evaluations for full-time faculty probation, reappointment, promotion, and tenure are completed in accordance with college procedures and tenure guidelines. Evaluations for part-time faculty are considered at the time of possible contract renewal. All part-time faculty members are hired by semester on an as needed basis to ensure sufficient faculty coverage of student experiences in the clinical setting. All faculty members engage in professional developmental activities aimed at improving instructional methods and evaluation techniques using Blackboard s online environment. Faculty members receive technology instruction and support as needed for the courses being offered. The college offers ongoing support and education for all instructional faculty. Standard 3 Students Students enrolled in the Lake-Sumter State College (LSSC) nursing program are governed by the policies of LSSC and the limited access nursing program. Nursing policies are congruent with those of the college except as they apply to, and are justified by, the requirements for success in a professional nursing program. Policies are readily available to students and the public, are nondiscriminatory, and are consistently applied. Integrity, accuracy, and consistency exists for all published information. All information is carefully monitored and when there are changes in policies or procedures, the information is communicated to students in a timely manner using a variety of communication venues such as classroom announcements, posts to the website, and s using Lakehawk mail. The college provides easy access to a wide variety of student support services for all students. Student success is supported by the college and the nursing program. Qualified professionals assist students to access a wide variety of services. Policies and procedures for maintenance of student educational and financial records within the college and nursing program are in compliance with state and federal guidelines. The college has a written, comprehensive student loan repayment program and, at the time of receiving financial assistance, students are notified of their financial obligations and ethical responsibilities. A policy is in place both within the nursing program and college to address grievances. A record of student complaints/grievances and the resolution(s) thereof are received by the department director as they occur. The director reviews these grievances annually in an effort to identify trends. Page 17

19 Orientation to technology is provided to both faculty and students at the beginning of each academic year. Ongoing support is provided by faculty and technological services through the Help Desk for all students. Information related to technology requirements and policies for students enrolled in the nursing program are accurate, clear, and accessible. Standard 4 Curriculum The nursing curriculum is organized by the Client Needs Framework and progresses from basic nursing concepts to complex nursing care, integrating national and professional guidelines and standards. The framework pillars include the four client needs categories of safe effective care environment, health promotion and maintenance, psychosocial integrity, and physiological integrity. The nursing student learning program outcomes and course outcomes reflect the components and competencies identified as professional behaviors, communication, assessment, clinical decision making, caring interventions, teaching and learning, collaboration, and managing care. These outcomes are achieved through the student-centered learning environment that values mutual respect, diversity, community engagement, and a wide variety of teaching methods. Course outcomes and competencies are linked to student learning program outcomes. Curriculum decisions are based on the review of the literature, current health trends, and feedback from faculty, students, and communities of interest. The program s curriculum aligns with the American Nurses Association (ANA) Standards of Practice, the Quality and Safety Education for Nurses (QSEN) standards, the Joint Commission s 2014 National Patient Safety Goals, and the National League for Nursing s Outcomes and Competencies for Graduates of Associate Degree Nursing Programs. Student achievement of measurable outcomes is accomplished through the curricula. Culturally, socially, and ethnically diverse topics and concepts are integrated throughout the courses. Faculty use a variety of teaching and evaluation methods based on student learning opportunities. The program length is congruent with the attainment of nursing student learning program outcomes and is consistent with college, state, and national standards. Students are provided a variety of clinical experiences and are able to meet the course outcomes as outlined in the course syllabi. Clinical experiences are selected for students and support the achievement of expected outcomes. Written agreements are maintained for all clinical facilities. Learning activities, instructional methods, and evaluation are developed in coordination with student learning outcomes and are based on best practice for both seat-based and hybrid education. Standard 5 Resources The fiscal resources for the nursing program are adequate to achieve the student learning and program outcomes. The predominate source of financial support is provided by the college. The college receives approximately 45 percent of operational costs from state appropriation. Additional funds are received from tuition, financial aid, grants, gifts, hospital partner funding, and general fees. Funds to the nursing program are used for salaries, benefits, faculty conferences and travel, and department supplies and equipment. Technology funding is managed by a separate college department. Page 18

20 Physical resources are sufficient to ensure the achievement of nursing program outcomes and meet the needs of faculty, students, and staff. The nursing program operates on two campuses. The Leesburg program is housed in the two-story Health Sciences building. This building houses classrooms, faculty and staff offices, lounges, and skills and simulation laboratories. The South Lake campus is housed in buildings 1 and 2 on the campus. Building 1 houses classrooms, faculty and staff offices, and the skills/simulation laboratory. Building 2 houses conference rooms and additional classrooms. Learning resources, such as software and interactive skills related equipment, are current and available to faculty and students on both campuses. Simulation activities are designed and based on best practices. Learning resources related to the learning center and the library are current and comprehensive. The library meets the needs of students through online databases, print and fulltext online journals, print books, e-books, DVDs, streaming videos and reserve materials. Nursing faculty and administrators work collaboratively with librarians to build library collections. The nursing program has adequate fiscal, physical, technological, and learning resources to support faculty and students engaged in alternative methods of delivery. Standard 6 Outcomes LSSC s systematic plan for evaluation is actively driven by nursing faculty, staff, and the nursing administrator, and reflects the 2013 ACEN Standards and Criteria. Nursing faculty meet at least monthly during fall and spring semesters to analyze collected data, to formulate action plans based on such analyses, and to modify the Systematic Plan for Evaluation (SPE) as necessary. Collected data include information from student surveys during the program and six to twelve months post-graduation, information obtained from the advisory committee, program completion rates, program retention rates, student performance on both course and HESI exams, and NCLE- RN pass rates. Results are aggregated and trended for both the general and bridge tracks, as well as for the Leesburg and South Lake campuses. The decision to offer first year courses in a minimester format, in an attempt to improve program retention rates, is an example of such data analysis. The retention rate for the South Lake Campus increased more than six percent. The nursing student learning program outcomes are mapped to each clinical course and the student s progress toward meeting those outcomes is monitored each semester through clinical evaluations. In the Nursing Practicum, the final course in the nursing program, the nursing student learning program outcomes are evaluated through role-specific competencies. For the past three years, 100 percent of the graduating students have successfully achieved the nursing student learning program outcomes. The three-year mean for NCLE-RN pass rates was percent, which was slightly higher than the national three-year mean of percent. When NCLE-RN pass rates dropped to percent in 2013, faculty found that students who were unsuccessful on their first licensure tended also to have low scores on the HESI course or exit exams. Beginning in 2013, in order to increase performance on the HESI exams, students who score less than 850 are required to complete the HESI remediation packet Page 19

21 Program completion rates for the general track on the Leesburg campus and the bridge track have exceeded the benchmark of 80% of admitted students completing the program within three years. The general track on the South Lake campus did not meet the program benchmark in two of the three years reviewed. Several factors may contribute to this challenge. For example, South Lake faculty report that students for whom English is a second language have more difficulty in the program. It is an ongoing challenge for the nursing program to meet the needs of those students. Program satisfaction data at both the end of program and six months post-graduation indicate a level of satisfaction between 3.3 and 3.8 on a 4- point scale. Securing adequate numbers of postgraduation responses has been challenging. Obtaining employer program satisfaction data is also increasingly challenging since college data collection moved to an online format. Minutes from advisory board meetings reflect qualitative responses from health care facilities that hire LSSC graduates and provide input at the twice yearly meetings. Job placement rates at six months after graduation for the past four years range from 86 percent to 94 percent. While the expected level of achievement is 90 percent, the economic downturn in 2011 and 2012 diminished the employment opportunities in the local area. ANALYSIS AND SUMMARY OF STRENGTHS AND AREAS NEEDING DEVELOPMENT Strengths The primary strength in the nursing program is in the experience and dedication to quality shown by the faculty. They are passionate about and well-prepared for nursing education and are committed to students achieving the nursing student learning program outcomes. Each day, faculty go above and beyond their every-day tasks to support one another and to meet student needs. The new faculty mentoring program, built around a strong core of experienced, long-term faculty, is foundational and supportive of new faculty members. Additional program strengths include the following: Commitment and support of the LSSC President and cabinet for a successful nursing program. A whatever it takes philosophy. College-wide collaboration and provision of services for the successful education of nursing students, from prerequisite courses through graduation. Substantial positive relationships with area hospitals and health organizations that enrich the educational clinical experiences of students. The above average performance on NCLE for the past three years. The high esteem for the nursing program held by college, students, and community. Financial support provided by area hospitals to assist program success. Student retention rates are above average for the college. Faculty collaboration on ongoing assessment and updating of the curriculum. Page 20

22 Areas Needing Development The program faculty and administrators are committed to continuous quality improvement. Identification of weaknesses is achieved through ongoing evaluation and analysis. Prior to July 2014, the documentation on the systematic plan of evaluation was not clearly evident. Much of the trending of the evaluation processes was lost. Since July 2014 there has been a conscious effort to make the documentation of the evaluation plan more transparent and data easier to retrieve. Although the college is financially stable and has the resources to provide program support, resources are more limited when it comes to updating, repairing, and purchasing training equipment. The college and director seek grant opportunities and foundation funding when these challenges arise. Additional opportunities for continuous process improvement include: Updated skills labs on both campuses. Enlarged South Lake campus skills lab with dedicated simulation equipment. Continued evaluation and integration of varied evaluation methods for all nursing courses. Need for increased WiFi capacity in Leesburg and South Lake nursing classroom buildings. Increased use of planned simulations to enhance student learning and application. Challenges in finding and hiring master s degree prepared clinical faculty. Refurbished computer labs in the Health Sciences Building. Page 21

23 Section Two: Standards 1-5 Standard 1 Mission and Administrative Capacity The mission of the nursing education unit reflects the governing organization s core values and is congruent with its mission/goals. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified program outcomes. CRITERION 1.1 The mission/philosophy and program outcomes of the nursing education unit are congruent with the core values and mission/goals of the governing organization. The mission and vision statements for Lake-Sumter State College (LSSC) are published in the Lake-Sumter State College Catalog and Student Handbook (page 3); the mission and vision of LSSC s nursing program are available on the nursing department website. Table shows congruency between the college s and the nursing program s mission and vision statements. Table Comparison of LSSC s and the Nursing Program s Vision and Mission Statements LSSC Mission Statement Lake-Sumter State College responds to community needs by providing high-quality, accessible programs from enrichment and career training to associate and baccalaureate degrees. LSSC embraces excellence, diversity, and innovation to maximize student learning and success. Vision Statement Lake-Sumter State College will be a leader in higher education and the destination of choice for education, training, and cultural activities in Florida. Nursing Program Mission Statement LSSC: LSSC Catalog and Student Handbook Nursing: Lake-Sumter State College Mission and Vision Statement The purpose of the Associate Degree Nursing program at Lake-Sumter State College is to provide excellent student centered academic and career oriented education in nursing that is proactive, accessible, and responsive to our community needs. The college provides the selfmotivated student with education opportunities to become a lifelong learner. Vision Statement Lake-Sumter State College Nursing program shall provide a positive, supportive learning environment that promotes student success through evidence-based and innovative instruction. The program will prepare a safe nurse generalist with affective, cognitive, and psychomotor skills that meet the diverse health care needs of our community. Both the college s and the nursing program s mission and vision statements drive the philosophy for the nursing program. The Philosophy of the nursing program faculty serves as the foundation for the program of study and articulates the faculty s beliefs about nursing, nurse education, and continuous quality improvement in instruction, nursing care, and academic performance. Page 22

24 Philosophy of the Nursing Faculty The Associate of Science Degree nursing curriculum at LSSC draws from the Client Needs Framework which provides a universal structure for defining nursing actions and competencies to clients throughout the life span. Health is a dynamic state which man pursues throughout life in response to physiological and psychosocial/cultural needs attainment. Man is seen as an open system growing and developing through the life span, and is influenced by the changing state of the environment. Nursing is an applied process, utilizing arts and sciences while collaborating with the client and members of the health team to meet client needs and promote health. Throughout man s life span, certain needs become dominant concerns. Nursing endeavors to assist clients to recognize and meet these needs as they strive for a healthy lifestyle. The role of nursing encompasses specific competencies necessary for the delivery of safe and effective care. These competencies are dependent upon critical thinking and analytical decision making supported by scientific knowledge and evidence based practice. These competencies further include adept application of psychomotor skills, demonstration of psychosocial integrity, and management of client care through communication and collaboration. The nurse is accountable to the clients and includes the client in decisionmaking. The Associate Degree nursing program prepares a beginning nurse-generalist who renders safe and effective nursing care to individuals, families, and communities. This care is directed toward clients throughout the lifespan in a variety of health care settings. The philosophy was last revised in July It was then updated to reflect the college name change in June The outcomes of the nursing program include both general education competencies and the nursing student learning program outcomes (SLPO), as well as the overall program outcomes. The program outcomes reflect the purposes and effectiveness of the nursing program. These consumer-oriented indexes help to evaluate the degree to which the program is achieving its mission and goals: Program completion rates Licensure examination pass rates Job placement rates Graduate satisfaction Employer satisfaction 1 Lake-Sumter Community College was renamed to Lake-Sumter State College. Page 23

25 Each of these is further discussed in Standard Six as well as the Systematic Plan of Evaluation. It is from the mission, vision, and philosophy of the college and the nursing program that the nursing student learning program outcomes are derived. These outcomes are published in the nursing program's Student Policy Handbook. Students graduating from the nursing program are expected to meet the outcomes listed in Table Table Nursing Student Learning Program Outcomes Upon completion of the program, the graduate will be able to: 1. Interact appropriately through verbal, non-verbal, and written communication with patients, families, and members of the healthcare team. 2. Coordinate and collaborate with interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients psychosocial and physiological needs. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence-based practice. 6. Implement client/family- centered teaching plans that promote self-care and optimal health. Reviewed annually, last revised June 2013 to reflect the college name change. The nursing SLPOs provide the competency framework for each course and help to shape the course level student learning outcomes (SLOs). The interrelationships among these outcomes are fully discussed in Standard 4. In addition, LSSC s general education competency requirements guide the overall instructional scope within the college related to the students overall learning outcomes. These general education competencies represent broad areas of knowledge, skills, and experience that all students gain by the time they graduate from any degree program at LSSC. Table shows the articulation between the college s general education competencies and the nursing program s student learning program outcomes. LSSC s general education competencies are published in the College Catalog and Student Handbook (page 74) and the nursing program s Student Policy Handbook (page IV). Page 24

26 Table Articulation Between General Education Competencies and Nursing Student Learning Program Outcomes LSSC General Education Competencies Analytical Thinking: Analyzes information or data, evaluates, and draws rational and warranted conclusions, integrating quantitative and/or scientific reasoning as appropriate. Oral Communication: Demonstrates effective verbal delivery, message content, and organization of material. Written Communication: Writes with clear thesis and organization, proper development and presentation of idea, and virtual freedom from grammar, spelling, and punctuation errors. Creativity: Demonstrates originality in their work or in strategies to solve problems, and/or access outcomes, and/or apply multiple solutions. Independence: Attends class and exhibits preparation for class, meets assignment deadlines with minimal supervision, and/or makes good decisions related to assignments. Information Fluency Research: Selects, evaluates, users, and documents appropriate college-level resources. Information Fluency Technology: Effectively applies current technology appropriate for academic assignments and/or career needs. Leadership and Teamwork: Assesses, plans, and utilizes resources in a leadership role, and/or collaborates with others. Social Responsibility: Demonstrates understanding of breadth and variety of human culture and/or the complex inter-relationships between humans and the environment. Matching Nursing Student Learning Program Outcomes 2 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supportive by scientific knowledge and evidence-based practice. 1. Interact appropriately through verbal, non-verbal, and written communication with patients, families, and members of the healthcare team. 1. Interact appropriately through verbal, non-verbal, and written communication with patients, families, and members of the healthcare team. 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients psychosocial and physiological needs. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supportive by scientific knowledge and evidence-based practice. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supportive by scientific knowledge and evidence-based practice. 1. Demonstrate effective clinical judgment and decision making utilizing critical thinking supportive by scientific knowledge and evidence-based practice. 2. Coordinate and collaborate with interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 4. Provide compassionate and culturally sensitive care to a diverse population that personified the core values and ethics of the nursing profession. 6. Implement client/family centered teaching plans that promote self-care and optimal health. Source: College catalog and Student Handbook; Associate Degree Nursing Program Student Handbook The nursing program at LSSC is congruent and integrated with all college standards and outcome measures. Figure shows the congruencies. 2 From table Page 25

27 Figure The Lake-Sumter Community College and the Nursing Program s Core Measures Relationship. The program outcomes and student learning program outcome measures are evaluated annually based on designated performance behaviors and are revised as necessary to ensure that the students graduating from LSSC are prepared for today s health care system. Data and trends are reported in Section Six and the Systematic Plan of Evaluation. CRITERION 1.2 The governing organization and nursing education unit ensure representation of the nurse administrator and nursing faculty in governance activities; opportunities exist for student representation in governance activities. Lake-Sumter State College (LSSC) is governed by a Board of Trustees appointed by the Governor of the State of Florida. The Board bears responsibility for policy and decision making in the governance of the college. The institution s current organization is depicted in the college organizational chart which is reported in Appendix A. It is also available online at LSSC Organizational Chart. Page 26

28 The organizational chart shows the nursing program s director (Ms. Cynthia Griffin) reporting directly to the Associate Vice President of the Baccalaureate and Workforce Programs (Dr. Eugene Jones) who reports to the Senior Vice President of Academic Affairs (Dr. Barbara Howard). The college s president (Dr. Charles Mojock) inspires a collegial operating atmosphere college wide and strongly supports the work of the nursing program. A copy of the director s job description outlining her role and responsibilities is available in the document display room. The college functions with a shared governance structure. Faculty, staff, students, and administrators are encouraged to participate in governance activities by serving on committees and task forces. The shared responsibility is a collective decision-making and planning process by which the trustees, students, faculty, staff, and administrators work as a community of colleagues to advance the mission, vision, and values of LSSC. The spirit of shared responsibility at LSSC is reflected in the establishment of initiatives to promote participative governance and a framework for: Improving communication and transparency Encouraging input from all stakeholders Providing evidence-based decision-making Expanding opportunities for cooperation and leadership Providing a meaningful, efficient process The Office of Planning and Institutional Effectiveness (PIE), under the leadership of the College Planning Council, manages the annual appointment process for committees and sub-committees. Table identifies the college councils and committees on which nursing faculty members serve. A full description of each committee s purpose is available for review in the document display room. Faculty and staff are also appointed to serve on college-wide search and other ad hoc committees. Table Councils and Committees Nursing Faculty Representation on College Councils, Committees, and Task Force Teams Nursing Faculty Representation Administrative Council Margaret Wacker 2013-present Cynthia Griffin College Planning Council 2012-present Cynthia Griffin Baccalaureate and SACSCOC 3 Leadership Committee Margaret Wacker 2013-present Cynthia Griffin Curriculum and Instruction Committee Irene Owens 2014-present Marilee Elias Health Sciences Collegiate Academic Experiential Learning Committee 2014-present Diane Litten Faculty Search Subcommittee Carolyn Matthews Mary Dunlap Marilee Elias Deb Pate Trisha Economidis 2014-present Marilyn Cole Trisha Economidis Diane Litten 3 SACSCOC refers to the Southern Association of Colleges and Schools Commission on Colleges Page 27

29 Table Councils and Committees Nursing Faculty Representation on College Councils, Committees, and Task Force Teams Nursing Faculty Representation Irene Owens Professional Development Steering Committee 2012-present Marilee Elias Service Excellence Team 2012-present Mary Dunlap Diane Litten Deb Pate Teaching and Learning (T & L) Committee T & L Assessment Subcommittee T & L elearning Sub-Committee Quality Matters Leadership Operational Committees Cynthia Griffin 2013-present Trisha Economidis 2012-present Nicole Tinny 2013-present Irene Owens Nursing Faculty Representation Calendar Committee 2012-present Robyn Winship Faculty Rank and Promotion Committee Irene Owens Roxanne Riedy 2014-present Nicole Tinny Task Force Teams and Ad Hoc Committees Nursing Faculty Representation Student Administrative Appeals Committee 2012-present Members selected on Ad Hoc basis Source: The Lake-Sumter State College Committee Directory is available in the document resource room and can be referenced at The academic year shows that 10 of 14 full-time nursing faculty members are serving on college committees. Assignments to the committees may be for one, two, or more years. When college committee vacancies occur, the faculty and staff are notified by the PIE Office and volunteers are sought to fill the vacancies. Nursing students are eligible and invited to serve on college committees, but due to scheduling constraints of class, labs, and clinicals, are often not able to participate. The shared governance of the nursing program is represented by several standing committees within the nursing department. These committees use a variety of techniques to identify needs, review and revise policies, and determine the best evaluations that support the program outcomes. All full-time faculty members serve on at least one committee. Part-time faculty members are invited to attend all meetings but do not have a voting role. The Curriculum Committee meets monthly, August through April, while the other committees meet on an as needed basis to complete the work of the program. Members of the program committees are appointed by the program director and are based on the interests of the faculty. Table reports the nursing program committees. A full description of each committee s purpose, scope, and reports is available for review in the document room. Table Nursing Program Committees Curriculum Committee Texts and Media Committee Nursing Program Committees and Representation Nursing Faculty Representation 2012-present all full time nursing faculty and three student representatives (one from the Leesburg campus, one from the South Lake campus, and one from the Bridge program); and one support staff 2012-present all full-time nursing faculty Technology and Simulation Committee Deb Pate Page 28

30 Table Nursing Program Committees Nursing Program Committees and Representation Nursing Faculty Representation Beth Skipper 4 * Bob Acuff Janna Wickham Robyn Winship 2012-present Carolyn Matthews 2013-present Marilyn Cole Irene Owens 2014-present Lisa Bailey Pinning Committee Mary Dunlap Roxanne Riedy Nicole Tinny Janna Wickham Doris Meisner * 2013-present 2014-present Deb Pate Lisa Bailey Colleen Carter Susan Reese Ruth Visuete * Calendar Committee Diane Litten Carolyn Matthews Roxanne Riedy Bob Acuff Mary Dunlap Nicole Tinny Janna Wickham Robyn Winship Deb Dunlap * Marilyn Cole Doris Meisner * 2014 committee discontinued Policy Committee ad-hoc according to topic Roxanne Riedy 2013-present Tricia Economidis Diane Litten Carolyn Matthews Shirley Bazemore * Deb Dunlap * 2014-present Colleen Carter Assessment Committee SLO General Track first year SLOs General Track second year SLOs Bridge Track Math Committee (new 2014-present) 2012-present Trisha Economidis Diane Litten Nicole Tinny Bob Acuff Mary Dunlap Marilee Elias Cindy Griffin Carolyn Matthews Roxanne Riedy Janna Wickham Robyn Winshjp 2014-present Irene Owens 2014-present Lisa Bailey Marilyn Cole Mary Dunlap Robyn Winship 4 (*) indicates support staff Page 29

31 Table Nursing Program Committees Nursing Program Committees and Representation Medication Variance Ad Hoc Policy Rewrite Committee (committee discontinued 2014) Nursing Faculty Representation Nicole Shafar Marilyn Cole Trisha Economidis Carolyn Matthews Janna Wickham Bob Acuff Mary Dunlap Roxanne Riedy LSSC is committed to providing students with the opportunity for involvement in instructional decision-making. An example of this commitment is the inclusion of student government association representatives serving as members of the College Planning Council. The SGA represents the entire student body and is responsible for planning and implementing student activities. The organization also makes suggestions to the faculty and administration and functions to advise the student body about continued college direction and affairs. All LSSC students are members of the Student Government Association and have a voice in student issues and affairs. At least one student representative of the Student Nursing Association also attends SGA meetings. Faculty annually select students to participate on the nursing program s Curriculum Committee based on students academic performance, demonstrated leadership skills, and willingness to serve. In addition, student input is solicited by the Text and Media and Policy committees when substantive changes are being considered. Table shows the student representation on the nursing program committees for the academic year. Table Nursing Program Committees Student Representation on Nursing Program Committees Students Curriculum Committee Susan Platt (Leesburg) John Kingsley (South Lake) Kathryn McClung (Bridge) Patricia Nemeth (Leesburg) Breanna Driver (South Lake) Becky Tomlin (Bridge) Carlos Alcantara (Leesburg) Olga White (South Lake) Anita Houchins (Bridge) Pinning Committee Alesandra Saunders (Bridge) Timothy Dyer (Bridge) Charity Lane (South Lake) Linette Prieto (South Lake) Catherine Sands (Leesburg) Brittany Burgher (Leesburg) Tess Nolan (South Lake) Sheryl Kyle (South Lake) Lisa Moeller (Leesburg) Becky Tomlin (Leesburg) Sheryl Babington (Bridge) Georgette Ayers (Bridge) Elena Martinez (South Lake) Carmen Gonzalez (South Lake) Adam Blackstock (Leesburg) Page 30

32 Table Nursing Program Committees Student Representation on Nursing Program Committees Students Daniel Kuhn (Leesburg) Anita Houchins (Bridge) Jennifer Mills (Bridege) LSSC nursing students are encouraged to participate in their professional associations by becoming members of the Florida Nursing Students Association (FNSA) and the National Student Nurses Association (NSNA) and are thereby members of the LSSC Student Nursing Association. LSSC s Student Nursing Association s goal is to aid nursing students in the preparation for their professional responsibilities, developing the responsibility for the health care of people in all walks of life, and promoting and encouraging participation in community affairs which improve health care and the resolution of related social issues. The local group is very active and holds fund-raising events to boost its cause. CRITERION 1.3 Communities of interest have input into program processes and decision making, and benefit the community. The LSSC Nursing Advisory Committee serves as the program s primary community of interest. This group includes the primary stakeholders in the Associate Degree nursing program and includes employers and administrators from community health-focused organizations. There are currently 14 facilities represented by the 24 members on this committee. The committee meets twice a year to discuss the emerging needs and trends in health care and how that impacts the nursing profession and subsequently the educational curriculum and needs of LSSC nursing students. Discussions provide opportunities for committee members to share concerns, address workforce needs, identify strengths and weaknesses of graduates, and share quality information related to best practices. In addition, Advisory Committee members share ideas for improving students clinical experiences and provide input on identifying practicum clinical experience opportunities. Through this collaborative process the program clearly identifies the needs of our clinical partners who in turn are better able to understand and meet the educational needs of our students. Nursing faculty and college administrators also attend these meetings. Minutes from the program s Advisory Committee meetings for the past three years are located in the document display room. Table reports the current Nursing Program Advisory Committee. Table Nursing Program Advisory Committee Membership Member Name Agency Represented Position Donny Abraham Central Florida Health Alliance, Leesburg, Fl; The Villages Regional Hospital, The Villages, Fl. Tanya Anderson Premier Health Care, Leesburg, Fl. Administrator Administrative Nursing Director Paul Butler Lake County Health Department, Tavares, Fl. Public Information Officer/Community Outreach Manager Leah Cason Sumter County Health Department, Bushnell, Fl. Nursing Director Sandria George Central Florida Health Alliance, Leesburg, Fl; The Villages Regional Hospital, The Villages, Fl. Administrative Director Page 31

33 Table Nursing Program Advisory Committee Membership Member Name Agency Represented Position Laurie Harsh Leesburg Regional Medical Day Surgery Center, Leesburg, Fl. Director, Perioperative Services Suzanne Hynds Community Medical Care Center, Leesburg, Fl. Advanced Registered Nurse Practitioner Jeanette James Colonial Lakes Health Center, Winter Garden, Fl. Director of Clinical Services Carol Keiser Lake Harris Health Center, Leesburg, Fl. Director of Nursing Lynn Lammers Central Florida Health Alliance, Leesburg, Fl. Records and Compliance Generalist Theresa Mena The Edgewater/Waterman Village, Mt. Dora, Fl. Director of Nursing BiBi Moonsam Lifestream Behavioral Center, Leesburg, Fl. Director of Nursing/Inpatient Services Susan Moore FHW Homecare/Rehabilitation, Tavares, Fl. Director Mary Narmore Florida Hospital Waterman, Tavares, Fl. Education Manager Holly Nyhuis South Lake Hospital, Clermont, Fl. Education Director Carlos Reyes Lake Technical Center, Eustis, Fl. Chairperson, Health Sciences Education Nancy Robinson Health Central Hospital, Ocoee, Fl. Director of Education Ellen Schultz Lake County Health Department, Tavares, Fl. Medical Executive Director Julie Sneed Cornerstone Hospice, Tavares, Fl. Education Manager Dawn Starling Ruleme Center, Eustis, Fl. Director of Nursing Cheryl Thaler Florida Hospital, Waterman, Tavares, Fl. Director of Nursing, Medical - Surgical Linda Walton South Lake Hospital, Clermont, Fl. Chief Nursing Officer Shirley Wilson Leesburg Rehabilitation, Leesburg, Fl. Nurse Manager Vicki Wynns Thomas E. Langley Medical Center, Sumterville, Fl. Last updated, October 2014 Vice President, Operations One specific community driven need that continues to surface from the Advisory Committee and others is the need for an RN to BSN program in our local community. The LSSC nursing program currently offers, but is phasing out, a concurrent track with the University of Central Florida for LSSC General Track nursing students. The program is for students who wish to continue their studies toward a baccalaureate degree in nursing while currently enrolled in the LSSC associate degree program. This concurrent program was started as a pilot in 2012 but has not been widely received by students due to scheduling, financial burdens, and workload challenges. Figure shows the trends for the past three years of general program students eligible for the concurrent program and the number of students actually enrolled and who are on track to finish. When the agreement with the University of Central Florida was established, it was anticipated that there would be a minimum of fifteen students for the first year and 20 students for each subsequent year. Page 32

34 Figure Concurrent Nursing Program Trends Concurrent Nursing Program Trends Students Admitted by UCF for Concurrent Program Students on Schedule for Concurrent Program Completion University of Central Florida Target Enrollment The number of students who are possibly eligible to apply for the concurrent nursing program each year is 72. As Figure shows, less than 30% of eligible students apply for enrollment into the concurrent program. The nursing program and the college are working with Advisory Committee constituents and other stakeholders to better understand best practice methods to facilitate RN to BSN education for graduates of this nursing program. Strategic exploration of an RN to BSN track in nursing is now underway with our community partners, and the college will continue to move toward strategic planning within the next year. The nursing program is also an active member of the Florida Council of Nursing Education Administrators (FCNEA). This nursing education group continually conducts surveys of educational trends and needs that may help to influence curriculum and administrative standards within the Florida academic institutions. Table shows examples of the types of survey questions and how this evaluation has helped to shape the direction of the LSSC nursing program. Table FCNEA Survey Results and Impact to the LSSC Nursing Program FCNEA Survey and Results Online Testing, Sept 2013: 9 responses. Other than standardized tests such as ATI, HESI, no one reported using online testing except smallstakes activities such as quizzing. For the standardized security was maintained by personal knowledge of the students. Access to electronic health record (EHR), Dec 2013: 10 responses. Most report having access using passwords provided by faculty. LSSC Impact The current protocol of proctored standardized testing is the current practice. This is consistent with current nursing program procedures. This is consistent with the LSSC current findings. In addition, because of increasing clinical challenges with using facility EHRs, the nursing program decided to implement a publisher- sponsored EHR to supplement Page 33

35 Table FCNEA Survey Results and Impact to the LSSC Nursing Program FCNEA Survey and Results Entrance and Exit Exams, April, 2014: 8 responses. All reported use of some standardized test for admission and/or exit with most either HESI or ATI (TEAS); 2 use NLN for admission. 3 use HESI subject matter exams, LSSC Impact facility documentation and to ensure informatics competencies prior go going to the clinical facility This information validated that our use of HESI for entrance and exit examinations is appropriate. Source: The FCNEA Survey results for the years A copy is available in the document display room. CRITERION 1.4 Partnerships that exist promote excellence in nursing education, enhance the profession, and benefit the community. The partnerships between the LSSC nursing program and outside agencies have helped to meet specific goals and objectives. The program has forged many professional partnerships that have enriched the quality of instruction and provided benefits to the community. Table summarizes the core partnerships. These partners provide financial support directly to the nursing program, offer employment to students as patient care technicians upon completion of their first semester, and provide scholarships to nursing students. Since these partners help design the educational standards of the nursing program and know the quality of the students educational experience, they are among the first to offer employment to students following graduation and licensure. Table Partner Organizations Florida Hospital Waterman Tavares, Florida South Lake Hospital Clermont, Florida Central Florida Health Alliance -Leesburg Regional Hospital Leesburg, Florida Central Florida Health Alliance -The Villages Regional Medical Center The Villages, Florida Florida Area Health Education Centers (FAHEC) Nursing Program Partnerships Contribution 2012-present: The hospital provides scholarships, offers employment to students, and serves in an advisory capacity to the nursing program present: The hospital provides scholarships, offers employment to students, and serves in an advisory capacity to the nursing program present: This agency offers an annual multi-day cardiac symposium with renowned national speakers. Students and faculty are invited to attend at a significant facility sponsored discount rate present: The hospital provides scholarships, offers employment to students, and serves in an advisory capacity to the nursing program present: This partnership is based on the goal of the AHEC Tobacco Training and Cessation Program. The program educates students and health care professionals about tobacco related issues and best practices for tobacco cessation programs. Through online educational modules the nursing students are required to complete as part of their curriculum, they Page 34

36 Table Partner Organizations Lake-Sumter State College Foundation Leesburg, Florida University of Central Florida (UCF) Orlando, Florida Occupational Safety and Health Administration (OSHA): the Susan Harwood Training Grant Elsevier Nursing Program Partnerships Contribution improve their knowledge on tobacco related health issues and best practices for tobacco cessation programs. They are then able to provide teaching in the community related to tobacco use and cessation programs. Through this partnership AHEC provides financial resources for the nursing program present: The Foundation supports the nursing program in a variety of ways. Nursing students benefit from the award of tens of thousands of dollars in scholarships each semester to assist with the expenses of their education, often making the difference in whether they can afford to continue in the program or not. They also provide students with emergency funds through the gifts of generous benefactors. Foundation funds have also been provided for the purposes of purchasing needed lab equipment used for student training. Most recently, the foundation secured a $22,000 grant that allows the nursing program to purchase a Demo Dose meddispense system for both campuses. This will support medication administration simulation in the lab setting present: UCF provides a concurrent BSN program for our ADN General Track nursing students. Through this partnership, UCF admits LSSC General Track nursing students who qualify to enroll in UCF-BSN courses each semester while they are in the LSSC program. Upon completion of the LSSC- ADN program those students who are enrolled in the LSSC-UCF program will have completed 16 credits towards their 34 credits required for their BSN at UCF. This agreement provides the opportunity for LSSC students to attain their baccalaureate degrees in an expedited manner, thereby meeting the workforce need of supplying greater numbers of BSN prepared nurses. This also supports the Institute of Medicine s (IOM) The Future of Nursing report 5 and supports the IOM s nurse preparation goals present: The goal of the training grant is to extend education to students and health care workers in ergonomically sound, evidence-based, safe patient handling and movement practices. In addition, the project includes analysis of injury data and utilization of safe lifting devices in local healthcare facilities. This program grant focuses on work-place safety and injury prevention and benefits the students, health care workforce, and facilities in the central Florida area present: The nursing program has a contractual partnership with Elsevier, Inc. to provide online products, services, and support for students and faculty related to their Simulation Learning Systems, end-of-course custom exams, mid-curricular exams, and end of program exit-rn HESI testing. Students receive an immediate score for each exam and have the ability to review the rationales for the questions missed at that time. They receive an assessment of their learning achievement within 24 hours and a comprehensive remediation package that assists them to review the content in demonstrated deficit areas. The end-of-program exit-rn HESI score and percentile ranking data provide immediate feedback to the students as to the probability of passing the NCLE on the first attempt 5 Institute of Medicine (2010). The Future of Nursing: Focus on Education. Author of the National Academy of Science, Washington, DC. Page 35

37 Table Partner Organizations Nursing Program Partnerships Contribution and identifies areas of weakness they can work on to improve their chances of success. These scores also provide information to the faculty on the effectiveness of faculty teaching methods and currency of curriculum content. New Elsevier products added to the academic year include Elsevier s Electronic Health Record, SimChart, and Elsevier s Adaptive Quizzing product. which provides an opportunity for students to practice answering critical thinking NCLE style questions and alert them to content they may not be performing well on. One example of a recent contribution from a partner is the LSSC Foundation s funding of tuition for all LSSC nursing students to attend the 2014 meeting of the Florida Nursing Students Association. Faculty members strongly support the students attending this meeting and the funding provided by the Foundation supports the continuing professional development of the students. CRITERION 1.5 The nursing education unit is administered by a nurse who holds a graduate degree with a major in nursing. Dr. Margaret Wacker served as the director of the nursing program from 2004 to June She received her Bachelor of Science degree in nursing from New York University, a Master of Science degree in adult psychiatric-mental health nursing from Adelphi University, a Master of Arts degree in anthropology from the State University of New York at Stony Brook and a Ph.D. in nursing from New York University, and held a current nursing license in the state of Florida. Her scholarly work includes publications, national presentations and grant awards. She received a Nurse of the Year award from the Florida Nurses Association in She has taught in associate degree, baccalaureate and graduate programs in nursing. In July 2013, Cynthia Griffin assumed the position of interim director of the nursing program when Dr. Wacker retired. She was an associate professor and had been a faculty member in LSSC s nursing program since At the time she was serving as department chair of the nursing department, the college initiated a search process for a new nursing director. Ms. Griffin applied for the position of director of nursing. Following the extensive search process, she was appointed as the permanent nursing director in August Ms. Griffin holds a bachelor of science degree from St. Leo University and a master of nursing degree from the University of Florida. She was the first of the Lake-Sumter State College nursing program faculty to achieve recognition as a Certified Nurse Educator by NLN. Ms. Griffin s official transcripts are available in the Human Resources Department and her resume is available for review in the document display room. The job description for the nursing director position is also available for review in the document display room. CRITERION 1.6 The nurse administrator is experientially qualified, meets governing organization and state requirements and is oriented and mentored to the role. Page 36

38 The nurse administrator has the responsibility and authority for the activities of the nursing program and is qualified through experience and education to hold that position. Cynthia Griffin, the director of nursing, has 18 years of teaching experience in the associate degree nursing program at LSSC. During those years she served as the first year coordinator, chair of the nursing curriculum committee, and the nursing department chair. She led the faculty in the development of the curriculum revision that was implemented in fall She worked closely with Dr. Wacker, the previous director, in the day-to-day department operations and assumed many informal duties related to those activities. Ms. Griffin meets the requirements of the governing organization through academic preparation and experience. She holds a master of nursing degree, is licensed as an Advanced Registered Nurse Practitioner (ARNP) and is also a Certified Nurse Educator. She has a clinical background in both community-based and hospital practice. For the past 18 years, she has been involved in a variety of positions at the associate degree nursing program level including administrative positions for the past three years. She is academically prepared and meets the state requirement for the position. Prior to Dr. Wacker s retirement, Ms. Griffin was oriented to the roles and responsibilities of the director s position. This included familiarizing her with all of the responsibilities associated with the position. Subsequent to Dr. Wacker s retirement, Dr. Mary Jo Rager, the Associate VP of Baccalaureate and Workforce Programs, continued to support and guide Ms. Griffin whenever questions arose related to the workings of the college and the nursing program. Dr. Rager retired in summer Dr. Eugene Jones, the new Associate VP of Baccalaureate and Workforce Programs, continues the mentoring. College administrators, faculty, and staff have supported Ms. Griffin and the nursing education unit; the transition between directors has been smooth and without difficulties. CRITERION 1.7 When present, nursing program coordinators and/or faculty who assist with program administration are academically and experientially qualified. The LSSC nursing program is organized under the direction of the nursing program administrator. The second line of authority and responsibility is held by the nursing department chair, Trisha Economidis. Ms. Economidis has been with LSSC s nursing program since 2001 as an instructional faculty member. She holds a BSN from the University of Central Florida and an MS from the University of South Florida. She has a Florida license as an Advanced Registered Nurse Practitioner, specializing in pediatric behavioral health. She initially assumed the position of department chair in 2005 and served until Ms. Economidis returned to the position in July 2013 when Ms. Griffin assumed the interim director position. She is qualified both experientially and academically to function in this role. The job description for this position is available in the document display room. The South Lake campus liaison position was developed to enhance communication between campuses and to foster inclusion and collaboration for the nursing faculty that provide the program on the South Lake campus in Clermont. This liaison lead faculty works closely with the program director and the department chair to coordinate program activities and to effectively communicate program and faculty needs. The South Lake liaison position is held by Diane Litten who has been a faculty member on the South Lake campus since Ms. Litten holds a BSN from Southern Adventist University, Orlando, Florida, and an MSN from the University of Maryland, Baltimore, Page 37

39 Maryland. She also holds a Florida license as an Advanced Registered Nurse Practitioner with a specialty in cardiology. She is qualified both experientially and academically to function in this role. CRITERION 1.8 The nurse administrator has authority and responsibility for the development and administration of the program and has adequate time and resources to fill role responsibilities. The program administrator is given authority and responsibility by the governing agency to develop and direct the nursing program. All of her duties are administrative. The job description for the program s position states that the director of the nursing program will provide leadership in the planning, direction, and evaluation of the Nursing Program in accordance with the mission and academic standards of Lake-Sumter State College. The job description further states that 40 percent of the director s time is dedicated to providing leadership for all faculty and staff, monitoring academic standards, evaluating the program for its abilities to meet the current and future needs of the community, and maintaining effective working relationships with faculty, students, and healthcare institutions. An additional 40 percent of her time is dedicated to assessing clinical facilities and their contracts for clinical training activities, maintaining compliance with Board of Nursing and accrediting agency rules, and submitting annual reports to requesting agencies. Ten percent of her time is spent on maintaining professional knowledge and participating in committees related to the nursing profession, and an additional ten percent of her time is dedicated to preparing, maintaining, and controlling the department budget, submitting college requested reports, and continuing effective channels of communication through departmental, advisory, agency, college, state, and national meetings. According to Ms. Griffin s performance evaluation completed by the Associate VP of Baccalaureate and Workforce Programs, she is fulfilling all position expectations and at times exceeds the expectations of the job description. The nursing program director agrees that time and resources are sufficient to meet the responsibilities of the job. CRITERION 1.9 The nurse administrator has the authority to prepare and administer the program budget with faculty input. The nursing program director s job description clearly allocates the budgeting responsibilities of the program to the nurse administrator. All faculty and staff are formally provided the opportunity to participate in the initial stages of budget planning by submitting their needs and requests for program operation. This is reflected in formally written budget requests or in departmental meeting minutes. The director works closely with the department chair and the coordinator 6 of the nursing program to identify mid-year budget performance and any cost to continue or program expansion requests for the following year. The director submits the budget requests, attends college meetings 6 The Program Operations Coordinator position is held by Deborah Dunlap, MBA. In this position Ms. Dunlap is responsible for the coordination of operational aspects of the program for admission/selection, financial, scheduling, policy, and supervision of administrative assistant personnel. Page 38

40 for the purposes of ranking and prioritizing requests, and makes fiscal decisions for the program based upon budgetary dictates. In the interim, faculty may informally bring program needs to the director at any time. If the need is determined significant, and if current budgets do not support meeting that need, other methods of funding may be sought by the director. The administrative procedure for budget preparation process and responsibilities can be found in the Administrative Procedures Manual PRO A copy of the Administrative Procedures Manual is available in the document display room. The nursing program budget is fully discussed in Section 5 of this report. CRITERION 1.10 Policies for nursing faculty and staff 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. Each nursing faculty member has equal rights and protections as defined for all faculty members of Lake-Sumter State College (LSSC). Policies related to faculty can be found in the Administrative Procedures Manual and the Faculty Handbook. These are also referenced in Table Table Policy Faculty Policies Reference Source Administrative Procedure Manual Faculty Handbook Academic Freedom PRO 3-01 Pg. 22 Academic Rank PRO 5-27 Pg. 16 Administrative and Faculty Contracts PRO Compensation for Additional Degree PRO Course Agreement / Syllabus PRO Discrimination / Harassment / Sexual PRO Drug and Alcohol Free Workplace PRO Employee Grievance Procedure PRO 2-10 Pg. 17 Employee and Program Development PRO 5-28 Pg. 17 Employee Records PRO Evaluation PRO 5-05 Pg Faculty Appointment PRO Faculty Promotions PRO 5-27 Pg. 16 Hiring Procedure - Pg. 10 Instructional Management - Pg. 31 Leaves of Absence PRO Page 39

41 Table Policy Faculty Policies Minimum Standards for Employment of Instructional Personnel Reference Source PRO Progressive Discipline PRO Promotions, Contracts, Non-Renewal of Probationary Appointments Sabbatical Leave PRO 5-10 Salary Schedule PRO 5-02 PRO 5-15 Pg. 16 Teaching Load - Pg Termination/Separation of Employment PRO 5-15 PRO 5-16 Work Week PRO 5-13 Pg. 30 Source: LSSC Administrative Procedure Manual and the LSSC Faculty Handbook. - Workload for all full-time college faculty members, including the nursing faculty, is 35 hours per week. These hours include a class load of 15 student contact hours, 10 office hours and 10 professional hours for other employee- related activities such as grading, meetings, research, and class preparation. The full-time faculty teaching load is equal to five three-credit courses or 15 credits per semester, for a total of 225 hours per semester or 450 hours per 9 month contract. For didactic courses one credit hour is equal to one contact hour (regardless of delivery method). Because of the uniqueness of the nursing program, 165 of the 225 hours must be in a teaching capacity in the classroom, laboratory setting, or clinical environment. The remaining 60 of the 225 hours are designated release time so that faculty may provide services such as one-to-one student mentoring, one-to-one clinical faculty mentoring, math tutoring, competency evaluation, examination delivery and review, and clinical scheduling. All nursing faculty members must have an unencumbered Florida RN license, maintain current continuing education credits, and keep CPR certification up-to-date. To comply with clinical facility requirements, all full- and part-time faculty members must also have annual drug screening, a clean criminal background check, and be up-to-date on immunizations and TB testing. CRITERION 1.11 Distance education, when utilized, is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit. As stated in the Lake-Sumter State College (LSSC) Mission Statement, LSSC plans to meet community needs, embrace innovation and provide accessible programs. The college s elearning vision is committed to the mission/vision of the college and driven by student needs and powered by student success. Table shows that the distance education mission and vision of the college are harmonious with the mission and vision of the nursing program. Consistent key concepts are accessibility, student success, and innovative student-centered quality learning experiences to promote student success. Page 40

42 Table elearning Mission and Vision LSSC elearning Department Nursing Program Mission Statements Lake-Sumter State College responds to community needs by providing high-quality, accessible programs from enrichment and career training to associate and baccalaureate degrees. LSSC embraces excellence, diversity, and innovation to maximize student learning and success. Vision Statements Lake-Sumter State College will be a leader in higher education and the destination of choice for education, training, and cultural activities in Florida. It is the mission of the elearning department to support academic initiatives that increase student success by providing electronic tools for education and academic services that complement the traditional methods of delivery and support. It is our commitment to help ensure that the most diverse student population can be reached, retained and supported using a variety of technology resources. Additionally our commitment extends to supporting faculty and staff by designing, developing, applying, and managing their requirements relating to elearning. The Department of elearning is driven by student needs, powered by student success and committed to the mission of the college. By adopting nationally established best practices based on data-driven research, we will adopt, encourage and support appropriate learning technologies with a variety of delivery alternatives. We will demonstrate service excellence as we assist faculty and staff in providing a quality learning experience for our students. The purpose of the Associate Degree nursing program at Lake-Sumter State College is to provide excellent student centered academic and career oriented education in nursing that is culturally sensitive, proactive, accessible, and responsive to our community needs. The college provides the self-motivated student with education opportunities to become a lifelong learner. Lake-Sumter State College nursing program shall provide a positive, supportive learning environment that promotes student success through evidence-based and innovative instruction. The program will prepare a safe, competent nurse generalist with affective, cognitive and psychomotor skills that meet the diverse health care needs of our community. Several definitions are used when discussing elearning. ACEN s glossary defines Distance Education as an educational process in which the majority of the instruction occurs when a student and instructor are not in the same place. Instruction may be synchronous or asynchronous. 7 Using this definition, the Lake-Sumter State College s nursing program has no distance education at this time. In support of the college s initiative to increase distance education opportunities for students, the nursing faculty are implementing strategies to enhance distance technology. As defined in the ACEN glossary, Distance Technology is using instructional methods that may include one-way or two-way transmissions, audio, video, the internet, and/or computer technologies. 8 Similar to the ACEN definition, LSSC s elearning department defines elearning as all forms of electronically supported systems, devices, processes, applications and media used by faculty, staff or students in the practice of teaching and learning. As a method of instructional delivery, elearning includes 7 ACEN Accreditation Manual Glossary 8 ACEN Accreditation Manual Glossary Page 41

43 distance learning, classroom technology, learning management systems, web conferencing and other technology-related educational experiences. 9 The elearning department continues to expand the development of online course materials and methods. 10 The college defines the types of courses offered as follows: Online Courses are those courses where % of course instruction occurs online, usually through the Blackboard 9.1 learning management system. Hybrid or Mixed Courses are those courses where 30-79% of course instruction occurs online, usually through Blackboard 9.1. Students meet in class according to a schedule set by the instructor, but will complete many, if not most, assignments online. Technology Enhanced Courses are courses that are traditional, seated courses that use Blackboard 9.1 to enhance the course. Fully Seated Courses are traditional, seated courses without a Blackboard 9.1 component. The nursing program currently offers fully seated, hybrid, and technology enhanced courses. The initial course development began in 2012 with the nursing program s Bridge Track. Since that time, there has been a continual development of courses that embrace both the technology enhanced and hybrid methods. Table shows the current conversion timeline for nursing courses. As the college continues to determine priorities and best development opportunities, the nursing program may modify the development schedule. Table Nursing Program elearning Course Conversion Plan Course Name Credits Course Conversion Development Status NUR 2003 Nursing Transition 5 Hybrid Completed Summer 2012 NUR Nursing Transition Clinical 3 Hybrid Completed Summer L NUR 2721 Alterations in Health I 4 Hybrid Completed Fall 2012 Transition NUR Clinical Nursing I Transition 4 Hybrid Completed Fall L NUR 2601 Alterations in Health II 4 Hybrid Completed Spring 2013 Transition NUR Clinical Nursing II Transition 4 Hybrid Completed Spring L NUR Clinical Practicum 3 Technology Enhanced Completed Spring L NUR Clinical Nursing II 4 Technology Enhanced Completed Spring L NUR 1820 Management of Care I 1 Hybrid Completed Fall 2014 NUR 1023 Nursing Foundations II 3 Technology Enhanced Begin Spring 2015 NUR1823 Management of Care II 1 Hybrid Begin Spring 2015 NUR Clinical Nursing IV 4 Technology Enhanced Begin Spring L NUR Clinical Nursing I 4 Technology Enhanced Begin Fall L NUR 2220L Clinical Nursing III 5 Technology Enhanced Begin Fall Lake-Sumter State College elearning Department, elearning Policy Manual. Copy available in the document display room. 10 Lake-Sumter State College elearning Department, elearning Policy Manual Page 42

44 Table Nursing Program elearning Course Conversion Plan Course Name Credits Course Conversion Development Status NUR 1242 Alterations in Health II 4 Technology Enhanced Begin Spring 2015 NUR 2224 Alterations in Health IV 3 Hybrid Begin Spring 2016 NUR 1022 Nursing Foundations I 3 Hybrid Begin Fall 2016 NUR 1234 Alterations in Health I 3 Hybrid Begin Fall 2016 NUR 2463 Maternal Child Health 2 Hybrid Begin Fall 2016 NUR 2220 Alterations in Health III 4 Hybrid Begin Fall 2016 Page 43

45 Standard 2 Faculty and Staff Qualified and credentialed faculty and staff are sufficient in number to ensure the achievement of the student learning outcomes and program outcomes. Sufficient qualified staff are available to support the nursing education unit. CRITERION 2.1 Full-time faculty hold a minimum of a graduate degree with a major in nursing. Full- and part-time faculty include those individuals teaching and/or evaluating students in classroom, clinical, or laboratory settings. All full-time faculty in the Lake-Sumter State College (LSSC) Associate Degree Nursing (ADN) program hold a graduate degree with a major in nursing and therefore are in compliance with the faculty credentialing requirements of LSSC, Accreditation Commission for Education in Nursing (ACEN), the Florida Board of Nursing, and the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). For the fall semester of the academic year, there are 14 full-time faculty members covering the program curriculum at both Leesburg and South Lake campuses. For the spring 2015 semester an additional faculty member was hired for a total of 15 full-time faculty. Table provides the profiles for each full-time faculty member. The curriculum vitae for all full-time faculty are available for review in the document display room. Official transcripts are available in Human Resources. Page 44

46 Table Full-time Faculty Profile Faculty Name FT / PT Date of Initial Appointment Rank Bachelor Degree (credential) Institution Granting Degree Bailey, Lisa FT 12/2014 Instructor BSN University of Central Florida Carter, Colleen FT 8/2013 Instructor RN-MSN Florida Southern College Cole, Marilyn FT 8/2012 Instructor BSN Roberts Wesleyan College Dunlap, Mary FT 1/2006 Instructor BSN University of Central Florida Graduate Degrees (credentials) MSN MSN MSN MSN Institution Granting Degree Walden University Florida Southern College University of Central Florida Florida Southern College Areas of Clinical Expertise Applied Nursing, Simulation, Medical Surgical Medical Surgical, Nephrology Medical Surgical, Critical Care, Home Care, Mental Health O.B., Women's Health, Pediatrics Academic Teaching Areas of Responsibility Skills Lab, Clinical Medical Surgical, Foundations, Clinical Clinical & Skills Lab O.B., Women s Health, Pediatrics, Medical Surgical, Clinical Other areas of Responsibilities Nursing Program Curriculum Committee, Technology and Simulation Committee, Math Committee, Text and Media Committee, Pinning Committee Nursing Program Curriculum Committee, Pinning Committee, Nursing Policy Committee, Text and Media Committee Nursing Program Curriculum Committee, Technology and Simulation Committee, Text and Media Committee, Math Committee College Service Excellence Team Nursing Program Curriculum Committee, Text and Media 11 Academic Year Previous year s data are available in the document display room. Page 45

47 Table Full-time Faculty Profile Faculty Name FT / PT Economidis, Patricia Elias, Marilee Date of Initial Appointment Rank Bachelor Degree (credential) Institution Granting Degree FT 12/2000 Instructor BSN University of Central Florida FT 1/2009 Assistant Professor BSN University of Rhode Island Litten, Diane FT 8/2005 Instructor BSN Southern Adventist University Matthews, Carolyn FT 1/2002 Instructor BSN University of Florida Graduate Degrees (credentials) MS ARNP MSN MSN ARNP MSN Institution Granting Degree University of South Florida University of Central Florida University of Maryland University of Central Florida Areas of Clinical Expertise Mental Health, Pediatrics Mental Health, Medical, Community Health Cardiology, Research Fundamentals Medical Surgical, Geriatrics, Management Academic Teaching Areas of Responsibility Mental Health, Pediatrics, Fundamentals Clinical & Laboratory, Mental Health, Fundamentals Management of Care Medical Surgical, Cardiac, Fundamentals Medical Surgical, Clinical Student Success Coordinator Fundamentals Other areas of Responsibilities Committee, Math Committee College Teaching and Learning Committee, Nursing Program Department Chair, Nursing Policy Committee, Assessment Committee, Text and Media Committee College Professional Development Steering Committee Nursing Program Curriculum Committee, Text and Media Committee College Service Excellence Team Nursing Program Nursing Policy Committee, Curriculum Committee, Assessment Committee, Text and Media Committee Nursing Program Curriculum Committee, Technology and Simulation Page 46

48 Table Full-time Faculty Profile Faculty Name FT / PT Owens, Irene Pate, Deborah Reese, Susan Thompson, June Date of Initial Appointment Rank Bachelor Degree (credential) Institution Granting Degree FT 8/2005 Instructor BSN Florida Southern College FT 7/2008 Instructor BSN University of Central Florida FT 8/2014 Instructor BSN Ball State University FT 8/2014 Instructor BSN Case Western Graduate Degrees (credentials) MSN ARNP MSN ARNP MSN MSN Institution Granting Degree Florida Southern College Florida Southern College Western Governors University The Ohio State University Areas of Clinical Expertise Fundamentals Peds, Community Health, Vocational Education Medical Surgical, Critical Care, Cardiology Staff Professional Development, Gerontology Health Services Administration Academic Teaching Areas of Responsibility, Skills Lab, Simulations Medical Surgical, Fundamentals Community Health, Oncology Clinical Medical Surgical, Fundamentals Pediatrics Management of Care Clinical Fundamentals Skills Lab Clinical Fundamentals Community Health Other areas of Responsibilities Committee, Text and Media Committee, Nursing Policy Committee College Teaching and Learning, elearning Subcommittee Quality Matters Nursing Program Curriculum Committee, Assessment Committee, Technology and Simulation Committee, Text and Media Committee College Service Excellence Team Nursing Program Curriculum Committee, Pinning Committee, Text and Media Committee Nursing Program Curriculum Committee, Pinning Committee, Text and Media Committee Nursing Program Curriculum Committee, Text Page 47

49 Table Full-time Faculty Profile Faculty Name FT / PT Date of Initial Appointment Rank Tinny, Nicole FT 8/2008 Assistant Professor Winship, Robyn Bachelor Degree (credential) BSN Institution Granting Degree Reserve University Florida State University FT 8/2009 Instructor BSN Salisbury University Graduate Degrees (credentials) DrPH MSN MSN Institution Granting Degree University of Texas Florida State University Drexel University Areas of Clinical Expertise Epidemiology Emergency Care Pediatrics, Case Management, Adult Oncology Geriatrics, Management, Pediatrics Academic Teaching Areas of Responsibility Pediatrics, Alterations in Health Fundamentals Clinical & Lab Maternal Child Health, Management of Care, Lab, Clinical Other areas of Responsibilities and Media Committee College Teaching and Learning- Assessment Subcommittee, Faculty Rank and Promotion Committee, Nursing Program Curriculum Committee, Assessment Committee, Text and Media Committee, Assessment Committee College Calendar Committee Nursing Program Curriculum Committee, Math Committee, Text and Media Committee Page 48

50 Faculty members overlapping responsibilities with students in class, in labs, and in clinical facilities provide opportunities to ensure students are integrating theory with evidence-based practice and to monitor their progress. CRITERION 2.2 Part-time faculty hold a minimum of a baccalaureate degree with a major in nursing; a minimum of 50% of the part-time faculty also hold a graduate degree with a major in nursing. The LSSC nursing program employs part-time faculty (also called adjunct instructors by LSSC) as needed to teach special content in the classroom, assist in the skills laboratory, and serve as clinical instructors. In accordance with ACEN, LSSC s standard is for at least 50 percent of the part-time faculty to hold a minimum of a master s degree with a major in nursing. Tables and show the part-time faculty for academic years 2012 through spring term 2015 as well as the ratio of master s to baccalaureate degree for part-time faculty members. Table Full-Time and Part-Time Faculty by Academic Year Year Full-time Faculty Part-time Faculty* * These faculty are contracted by the individual semester based on the clinical requirements for each offered course. Table Part-Time Faculty by Highest Academic Degree Year Part-time Faculty MSN or Above BSN Percent of Part-time Faculty with MSN or Above % % * 50% * Of the eight part-time BSN faculty, three are in a MSN degree program. College and nursing program administrators are aware that as of fall 2014 not enough part-time faculty members hold master s degrees. However, the college continues to recruit part-time faculty members with master s degrees despite the challenge of reaching qualified local and regional applicants. As an example of this ongoing challenge, although an adequate number of part-time faculty with master s degrees were in place for the fall 2014 semester, two part-time faculty members withdrew from their teaching agreements several weeks prior to the beginning of the term. Administrators attempted to locate individuals to serve in clinical faculty positions. 12 The number of part-time faculty increased because in previous years two full-time faculty members managed two different clinical groups. This reduced the need for additional part-time faculty. In academic year the option of double clinical groups was not available. This resulted in the necessity of increasing the number of part-time faculty to maintain the standard faculty-student ratios during the clinical experience. Page 49

51 The college also encourages current part-time faculty members holding the BSN degree to pursue a master s degree. Page 50

52 Table shows the part-time faculty profiles for the academic year. Previous year faculty profiles are available in the document display room. Table Part-Time Faculty Profile Faculty Name Anderson, William Broadway, Brenna FT / PT Appointment Term 13 PT Fall 2014 Spring 2015 PT Fall 2014 Spring 2015 Lachman, Patty PT Fall 2014 Spring 2015 LaRoe, Dawn PT Fall 2014 Spring 2015 Lewis, Alisa PT Fall 2014 Spring 2015 Lozano, Samara Newmons, JoAnn Pappas, Keisha PT Fall 2014 Spring 2015 PT Fall 2014 Spring 2015 PT Fall 2014 Spring 2015 Shafar, Nicole PT Fall 2014 Spring 2015 Rank Adjunct Instructor Adjunct Instructor Adjunct Instructor Adjunct Instructor Adjunct Instructor Adjunct Instructor Adjunct Instructor Adjunct Instructor Adjunct Instructor Bachelor Degree (credential) BSN BSN BSN BSN BSN BSN BSN BSN BSN Institution Granting Degree University of Central Florida Jacksonville University City University of New York University of Central Florida Chamberlin College of Nursing University of Central Florida University of Central Florida Nova Southeaster n University University of Central Florida Graduate Degrees (credentials) Enrolled in MSN program Enrolled in MSN program Institution Granting Degree Areas of Clinical Expertise Intensive Care Intensive Care Medical Surgical End of Life Care MSN DeVry Medical Surgical Enrolled in MSN program MSN MSN finishing 2015 Florida State University Florida Southern University Medical Surgical, Long term care Maternal Child Health, Medical Surgical Medical Surgical Medical Surgical, Orthopedics Academic Teaching Areas of Responsibility Clinical Laboratory Clinical Laboratory Clinical Laboratory Clinical Laboratory Clinical Laboratory Clinical Laboratory Clinical Laboratory Clinical Laboratory Clinical Laboratory FT Faculty Clinical Mentor Deborah Pate Nicole Tinny Robyn Winship Nicole Tinny Robyn Winship Robyn Winship Mary Dunlap Diane Litten Irene Owens 13 Part-time faculty are hired on as as need basis. This is dependent on the clinical and laboratory experiences and the number of enrolled students for a given term. Page 51

53 Table Part-Time Faculty Profile Faculty Name FT / PT Appointment Term 13 Slick, Michele PT Fall 2014 Spring 2015 Stewart, Wendi PT Fall 2014 Spring 2015 Taylor, Kelly PT Fall 2014 Spring 2015 Tobie, Delrose PT Fall 2014 Spring 2015 Tulley, Gerri PT Fall 2014 Spring 2015 Verkaik, Vicki PT Fall 2014 Spring 2015 Vivieros, Michelle Rank Adjunct Instructor Adjunct Instructor Adjunct Instructor Adjunct Instructor Adjunct Instructor Adjunct Instructor PT Spring 2015 Adjunct Instructor Vincent, Edith PT Fall 2014 Spring 2015 Wacker, Margaret Williams, Shelia Adjunct Instructor PT Spring 2015 Adjunct Instructor PT Fall 2014 Spring 2015 Adjunct Instructor Bachelor Degree (credential) BSN ADN BSN BSN (BSN-MSN program) BSN BSN BSN BSN BSN BSN Institution Granting Degree Marymount University of Virginia Valencia College University of Central Florida Western Governor s University Florida State University Hope College Webster University George Mason University New York University Florida International University Graduate Degrees (credentials) MSN MSN Enrolled in MSN program MSN candidate finishing Spring 2015 MSN ARNP MSN MSN PhD MSN Institution Granting Degree University of Alabama Walden University University of Central Florida Western Governor s University University of South Florida University of Central Florida Adelphi University New York University Grand Canyon University Areas of Clinical Expertise Perioperative, Legal Women s Health, Medical Surgical Women s Health, Cardiology Medical Surgical Medical Surgical Psychiatric, Pediatrics End-of-Life Critical Care Perioperative Psychiatric, Pain, Legal Perioperative Academic Teaching Areas of Responsibility Clinical Laboratory Clinical Laboratory Clinical Laboratory Clinical Laboratory Clinical Laboratory Clinical Laboratory Clinical Laboratory Clinical Laboratory Student Advisement Classroom lecturing Clinical Laboratory FT Faculty Clinical Mentor Mary Dunlap Diane Litten Diane Litten Marilyn Cole Mary Dunlap Nicole Tinny Marilyn Cole Diane Litten Trisha Economidis Diane Litten Page 52

54 CRITERION 2.3 Faculty (full- and part-time) credentials meet governing organization and state requirements. The LSSC nursing program exceeds the faculty standards under the Florida Board of Nursing, Florida Statute 64B , and is in compliance with the Lake-Sumter State College Administrative Procedures Manual, and the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC 3.7.1). Table provides details of the compliance standards. Table Governing Organizations Faculty Standards Faculty Qualifications in a Nursing Program Florida Statute 64B Fifty percent (50%) or more of the nursing faculty in a professional nursing program shall hold either a bachelor s degree in nursing plus a master s or doctoral degree in a related field or a master s or doctoral degree in nursing. Each nursing faculty member who does not meet this requirement shall have a bachelor s degree with a major in nursing and meet one of the following requirements: a) Have the equivalent of at least two years of full time experience in clinical practice as a registered nurse. b) Be actively engaged in studies leading to the next highest degree for which eligible. The degree must be in nursing or a related field. c) Have the equivalent of at least two full time academic years of experience as a teacher of nursing. d) Have current certification as an A.R.N.P. in Florida. LSSC Administrative Procedure PRO 5-03 Faculty teaching courses in professional, occupational, and technical other than physical activities courses in associate degree programs designed for college transfer to senior institutions must have completed at least 18 graduate semester hours in the teaching discipline and hold at least a master s degree. Personnel involved in vocational and technical programs may be required to have a professional license/certificate in the field of specialty. SACSCOC 3.7.1: Faculty Credentials Standard a) Faculty teaching associate degree courses designed for transfer to a baccalaureate degree: doctorate or master s degree in the teaching discipline or master s degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline). b) Faculty teaching associate degree courses not designed for transfer to the baccalaureate degree: bachelor s degree in the teaching discipline, or associate s degree and demonstrated competencies in the teaching discipline. All full-time faculty in the nursing program have a master s degree in nursing from an accredited nursing program. For academic year, 50 percent of the part-time faculty have a master s degree with an emphasis in nursing. Three additional part-time faculty are currently enrolled in a master s degree program. Page 53

55 CRITERION 2.4 Preceptors, when utilized, are academically and experientially qualified, oriented, mentored, and monitored, and have clearly documented roles and responsibilities. Students complete their clinical practice in one of five area hospitals: Florida Hospital Waterman, South Lake Hospital, Orlando Health Central Hospital, and two Central Florida Health Alliance facilities, Leesburg Regional Hospital and The Villages Regional Hospital, RNs from local healthcare facilities serve as preceptors for nursing students (preceptee s) enrolled in their end-of-program clinical practicum. The preceptee works the same full-time schedule as the preceptor and takes on a supervised role under the guidance of the preceptor. This practicum course offers students the opportunity to experience the transition from the role of student to that of a graduate nurse. The hospitals provide the basic preceptor education for the RN preceptors. For some, this is part of their clinical ladder programs, but for others, it is simply part of their educational service. Nurses wishing to become preceptors must: Be a staff nurse in good standing. Have the recommendation of their unit managers. Be experientially qualified. Most of the hospitals preceptor preparation courses address adult learning principles, evidence based practices, and competency based training. The hospitals then assign preceptors based on unit requests by the LSSC nursing program s department chair. In addition to the preceptor education provided by the hospitals, full-time nursing program faculty members provide an orientation that includes a packet detailing the preceptor s role, responsibility, guidelines, and components of the student syllabus. The faculty member works one-to-one with each assigned preceptor. A copy of the Preceptorship Clinical Practicum Guide, Spring, NUR2801L document is located in the document display room. The preceptor s accountability and role are more fully described in table Table Clinical Practicum Registered Nurse Preceptor Role and Accountabilities Registered Nurse Preceptor Accountability and Role 1. There is a contractual agreement between Lake-Sumter State College nursing program and the health care facility. 2. Preceptor a. Preceptor completes the preceptor orientation program in accordance with the health care agency policy. b. Preceptor agrees to comply with the LSSC nursing program guidelines. 3. Student-Preceptor Relationship a. Student has the right by law to practice incidental to educational process. The standard of care must be the same as that rendered by the R.N. Reason: everyone has a right to expect competent nursing care even if provided by a student as part of their clinical Page 54

56 Table Clinical Practicum Registered Nurse Preceptor Role and Accountabilities Registered Nurse Preceptor Accountability and Role education. This is measured against the conduct of other reasonably prudent R.N. s with similar knowledge and experience under the same circumstances. b. Preceptor has the responsibility to delegate according to the subordinate s (student s) abilities and to supply adequate supervision. c. Under the law, each person is responsible for his/her own actions. Be sure to clarify what the student can or cannot do and what he/she has not yet experienced. d. When the student does not possess the skills needed to carry out an assigned function, acting with reasonable care requires him/her to refuse to perform the function, even at the risk of appearing insubordinate. 4. Preceptor Role a. Complete preceptor preparation and agree to terms of the preceptorship. b. Reviews preceptee s objectives and guides student through selection of increasingly complex duties in order to meet the clinical objectives. c. Gives preceptee daily feedback. d. Supervises and teaches the preceptee in the clinical area. e. Meets with and consults with faculty liaison regularly, and as any need arises. f. Evaluates the preceptee with faculty liaison in writing at the end of the experience. g. Assists preceptee in beginning to make professional role transition: i. Introduce preceptee to the entire staff. ii. Make rounds with preceptee. iii. Provide preceptee orientation to the nursing unit. iv. Include the preceptee in all aspects of his/her job and decision making. v. Touch base with the preceptee throughout the day. vi. Refer staff members to the preceptee. vii. Treat the preceptee like regular staff. viii. Keep the preceptee s goals in mind. ix. Give the preceptee responsibility. x. Provide someone to answer questions with the preceptor is off the nursing unit. LSSC nursing program faculty are accountable for the success of both students and preceptors. Table summarizes those accountabilities. In addition, the faculty visit the preceptors and their students on a daily basis to monitor both student and preceptor performance. Through this daily mentoring process, faculty are able to assess student learning opportunities and experiences as well as observe interactions among the preceptor, the student, and others on the unit. Faculty members provide contact information to the students and the preceptors so they can be reached at any time. In the event a preceptor is not displaying the appropriate and desired behaviors and the problem cannot be immediately resolved, the faculty member informs the facility and the student is quickly assigned to another preceptor. Table Faculty Liaison Role with Clinical Nurse Preceptors Faculty Liaison Role with Clinical Nurse Preceptors 1. Nursing program faculty assist the clinical nurse preceptor by: Page 55

57 Table Faculty Liaison Role with Clinical Nurse Preceptors Faculty Liaison Role with Clinical Nurse Preceptors a. Informing other nursing unit staff about the goals of the preceptorship and roles of the participants. b. Helping to identify learning experiences needed for the individual preceptee. c. Meeting with preceptor regularly to discuss student progress. d. Being available by telephone for consultation. e. Working with preceptor to complete preceptee evaluation process (rationale: the student is enrolled in a college course and ultimate responsibility for pass/fail status rests with the faculty). f. Being a resource and support person. g. Guiding the preceptor in his/her role. h. Assisting in problem solving for both preceptor and preceptee. 2. The faculty liaison will assist the preceptors in problem solving with regard to planning, implementing, and evaluating the preceptee s learning experiences. 3. Initiates meetings with preceptee s before the preceptorship for the purpose of providing information and clarification. 4. Evaluates the experiences of the preceptorship. 5. Teaches nursing content and assumes related course responsibilities. At the end of the clinical practicum, preceptors initially evaluate the performance of their assigned students. Preceptors then discuss their evaluations with the faculty members who ultimately assign student grades for the course. The course evaluations focus on the Nursing Student Learning Program Outcomes (SLPO) discussed in Section 1. These outcomes are the expected educational outcomes for students of the program. Students also evaluate their experiences at the hospital as well as their preceptor. All evaluation reports are available in the document display room. CRITERION 2.5 The number of full-time faculty is sufficient to ensure that the student learning outcomes and program outcomes are achieved. The number of full-time faculty members teaching in the program is sufficient and is monitored to ensure that faculty-to-student ratios are maintained at an adequate level. The nursing program admits students into two different education tracks, bridge track and general track, at different points in the academic year. There are 14 full-time faculty members who are responsible for classroom, clinical, and laboratory teaching for both the general and bridge tracks. The nursing program admits 72 general track students each fall term, thirty-six at each of the two campuses (Leesburg and South Lake). At any given time, the general track has a maximum total of 144 students 72 first-year students and 72 second-year. Once admitted, students are expected to enroll for four academic terms (fall and spring of years one and two). Twelve full-time faculty are assigned for the general track, providing a classroom ratio of 1 instructor to 12 students. The faculty to student ratio is one to nine for clinical courses in the first semester and one to six in all other semesters. Page 56

58 Each May, the nursing program admits 24 to 30 bridge track students depending on the number of qualified applicants. All bridge track classes are offered only on the Leesburg Campus. The bridge track consists of one student group at any time, and that group attends one full year (three semesters) beginning summer term. Two full-time faculty members are designated for the bridge track. This provides a classroom ratio of 1 instructor to 12 or 15 students. The faculty to student ratio in clinical courses each semester is one to six. The faculty have found these ratios to be adequate to ensure that students practice safely and receive faculty support and guidance. The evidence that Nursing Student Learning Program Outcomes (SLPO) and Nursing Program Outcomes are being met are shown in Tables 2.5.1, 2.5.2, 2.5.3, and All didactic courses in both tracks are team-taught so that students can be exposed to instruction from teachers in their area of expertise. Other part-time faculty may be called to teach certain course content because of their expertise in certain areas. Nursing administrators and faculty members believe that team teaching exposes students to a variety of expert educators in their area of content domain. Table shows how graduating students, on average, met the nursing SLPOs. Each outcome is measured on a four-point scale with four being exemplary (meets and exceeds expected standards consistently) and one being inadequate (does not meet expected standards). Standard 6 describes the evaluation process in more detail. Table Nursing Student Learning Program Outcomes Nursing Student Learning Program Outcomes 2012 Graduates (n = 86 ) Interacts appropriately through verbal, non-verbal, and written communication with patients, families, and members of the healthcare team. Coordinate and collaborate with interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients psychosocial and psychological needs. Provide compassionate and culturally sensitive care to a diverse population that personified the core values and ethics of the nursing profession. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice. Implement client/family centered teaching plans that promote self-care and optimal health Graduates (n = 74 ) 2014 Graduates (n = 92 ) Data source: Clinical Practicum evaluation data. This tool and additional discussion is presented in Standard 6 Full evaluation tool available for examination in the document room. Scale: 4=Exemplary: Meets and exceeds expected standards consistently 3= Competent: Meets expected standards as noted by stated criteria 2= Fair: Meets expected standards inconsistently 1= Inadequate: Does not meet expected standards Page 57

59 Table reports the program completion rate. These rates were calculated by considering the potential number of students who could graduate within 150 percent of the scheduled program duration. Table Program Outcomes: Program Completions Nursing Program Completion Rate (n=91) * (n=92) * (n=92) Program completion All students 85% 88% 82% Data source: Nursing program data retrieved from the nursing program database. The NCLE RN first-time examination pass rates are reported quarterly by the Florida Board of Nursing. Table reports the data for the past three years. Table Program Outcomes: NCLE- RN First Time Pass Rates for Graduates NCLE 1 st time Pass Rates 2012 Graduates (n=86) 2013 Graduates (n=74) 2014 Graduates (n=92) Licensure examination pass rates* All students 93.02% 79.73% 88.04% * Licensure data provided by the Florida Board of Nursing. As shown in table 2.5.4, job placement and graduate satisfaction data are gathered at two points: at graduation and six months after graduation. Job placement at graduation is reported as solid offer which means that the employment agency has offered to hire the student as a registered nurse pending successful completion of the NCLE examination. These data, while generally accurate, should be considered as speculative. The end of program satisfaction survey is administered to all students just prior to graduation. The results of this reflective survey indicates how satisfied students were with the overall program. It is more difficult to gather data from graduates once they have left the program. Despite using various techniques such as awarding gift cards and raffle chances as encouragement for completing a survey the participation rate is roughly 50 percent. The job placement rates for graduates as registered nurses and their satisfaction with the overall program are self-reported data. Self-reported employment data were used instead of state reported data because of the significant delay in receiving the state data. These surveys and results are located in the document display room. Page 58

60 Table Program Outcomes: Job Placement Rates and Graduate Satisfaction Nursing Program Outcomes 2011 Graduates Job Placement Rates End of Program- Solid Offers * 1 % (N= 70) 2012 Graduates 52 % (N= 85) 2013 Graduates 53 % (N= 74) 2014 Graduates 41% (N= 92) 6 Month Post Graduation- Employed as RN 88 % (N=26) 86 % (N=62) 94 % (N=18) 92 % (N=25) Graduate Satisfaction End of Program- Global Index ** 3.4 (N= 70) 3.5 (N= 86) 3.5 (N= 82) 3.3 (N= 61) 6 Month Post Graduation- Global Index 3.6 (N= 26) 3.45 (N= 42) 3.4 (N=18) 3.8 (N=25) Data Source: Students are surveyed at the end of the nursing program and again, six months after graduation. The survey tool is a standardized tool measuring a variety of items including job placement and program satisfaction. * Solid offer means that the student has been offered a position as a registered nurse pending passing the NCLE. ** Global index is the summarized response of the evaluation of each of the Nursing Student Program Learning Outcomes (see table 2.5.1). The measurement scale is from 1, strongly disagree, to 4, strongly agree. The higher the global index number, the stronger the students agree with the statement. CRITERION 2.6 Faculty (full- and part-time) maintain expertise in their areas of responsibility, and their performance reflects scholarship and evidence-based teaching and clinical practice. Faculty maintain their clinical and educational expertise through a variety of methods. They participate in their professional organizations and often attend local, regional, or national association meetings; work actively with students to lead health fairs and other community-based projects; and maintain expertise by attending conferences, completing required continuing education, and achieving certifications in the field of nursing education and clinical practice. Several faculty who are advanced practice nurse practitioners also maintain clinical connections with community clinics or other health care agencies. The nursing program evaluates faculty scholarship according to Ernest Boyer s model 14 which includes scholarship through discovery, teaching, application, and integration. The scholarship of discovery is reflected in the acquisition of knowledge through research, data collection, implementation of best practices, and analysis of program and student outcomes. Through this process faculty propose and review curricular changes that keep the program up to date on best practices. Examples of best practices implemented in the recent past include concept mapping, collaborative testing, online/hybrid offerings, and simulations. The nursing faculty regularly review 14 Boyer, E.L. (1997). Scholarship reconsidered. Priorities of the Professoriate. San Francisco: Jossey-Bass. Page 59

61 data from surveys, NCLE-RN outcomes, course and exit RN HESI exams, and use these data to make decisions about program effectiveness and teaching methods. For example, when the NCLE performance dropped in 2013, a review of the literature was completed to identify the most effective methods for improving performance. One finding was the relationship between HESI testing and remediation and NCLE success rates. Prior to 2013, the HESI remediation process was optional for all students. When local scores on the NCLE declined, the faculty decided that any student who earned a score less than 850 on the HESI course examinations would be required to complete the HESI remediation process. This process resulted in an improvement in NCLE pass rates for firsttime test takers. The faculty continue to monitor the effectiveness of this intervention. The scholarship of teaching is reflected in how faculty apply learned information to create a learning environment that supports a variety of learners and learning preferences. Faculty regularly connect with the academic community to learn about evidence-based teaching and learning practices. As an example, all entering students complete the VARK learning preferences assessment tool to identify their preferred learning styles. This information helps faculty counsel students who struggle with the program. Students are given specific study skills related to their VARK preferences and coached on how to optimize their outcomes. The nursing faculty demonstrate the scholarship of application through continual development of clinical knowledge, competence in practice, participation in professional organizations, and community volunteerism. Currently, five full-time faculty earned special certification as NLN Certified Nurse Educators. In addition five faculty members and the program director have Advanced Registered Nurse Practitioner (ARNP) licenses, and two currently practice as ARNPs in addition to their teaching responsibilities. Faculty present at state and national conferences and actively participate in health-related volunteer opportunities. The scholarship of integration is demonstrated through incorporating best practices into current teaching and clinical practice. All faculty remain current in their reading of professional journals and other literature related to their fields of expertise and pedagogical topics. Faculty support nursing students as they participate in community activities such as health fairs, disaster drills, health screenings, food bank collections and disbursement, quality improvement data collection, marathon first aid tents, and health education events. Nursing students recently joined with education students to develop and coordinate an on-campus health fair for both campuses. As samples of their scholarship, Table lists some of the professional development activities based on the Ernest Boyer scholarship model for full- and part-time faculty. The curriculum vitae for all current full and part-time faculty is available for inspection in the document display room. Page 60

62 Table Faculty Scholarship Faculty Name FT / PT Scholarship in nursing can be defined as those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that 1) is significant to the profession, 2) is creative, 3) can be documented, 4) can be replicated or elaborated, and 5) can be peer-reviewed through various methods. This definition is applied in the following standards that describe scholarship in nursing. Scholarship of Discovery Scholarship of Teaching Scholarship of Application Scholarship of Integration Bailey, Lisa FT Discovery: Participated in discovery and development of ACEN self-study. Discovery: Currently conducting research in the practice setting to identify barriers and enablers of performing hourly rounding among PCU nurses. Discovery: Survey in local hospital to assess staff nurses and patient care technicians commitment to change in the health care organization. Discovery: Exploring and Utilizing SimChart Teaching: Participated in educating frontline staff in the practice setting during skills fairs, new initiative education, and remediation. Teaching: Participated in education of student nurses in both practice and academic settings. Teaching: Poster presentation on hourly rounding, transfusion of blood and blood products, banding patients, labeling laboratory specimens, and glycemic management. Application: Currently a member of NLN, Sigma Theta Tau, ANA, and AACN. Application: Maintained ACLS and BLS certification Application: Currently pursuing DNP Integration: Participated in disaster drill in the practice setting Integration: Volunteered to raise funds for the homeless, and assisted with student nurses initiatives Carter, Colleen FT Discovery: Participated in discovery and development of ACEN self-study. Discovery: Exploring and Utilizing SimChart Teaching: Completed course in creative teaching strategies for the nurse educator. Teaching: Completed level 3 Blackboard 9.1 training. Application: Member of Florida Nurses Association. Application: NCSBN test development and writing course. Application: Volunteer RN at Community Medical Care Center. Integration: Organized and volunteered with sixteen nursing students on behalf of Hospice at the Amazing Race. This event raises funds for local area hospice organizations. Integration: Facilitated a partnership with Health Sciences students at local high school with Jeans for Teens which collects jeans for homeless teens. Cole, Marilyn FT Discovery: Participated in discovery and development of ACEN self-study. Discovery: Established a pharmacology corner in the skills laboratory to facilitate all aspects of student learning related to medication safety and medication administration. Discovery: Exploring and Utilizing SimChart Teaching: Faculty coordinator and mentor for simulation. Works with faculty to ensure that students maximize the use of simulation in the laboratory setting. Teaching: Developed strategy to integrate math calculations to all aspects fof skills labs related to pediatric and adult medication administration. Page 61

63 Table Faculty Scholarship Faculty Name FT / PT Scholarship in nursing can be defined as those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that 1) is significant to the profession, 2) is creative, 3) can be documented, 4) can be replicated or elaborated, and 5) can be peer-reviewed through various methods. This definition is applied in the following standards that describe scholarship in nursing. Scholarship of Discovery Scholarship of Teaching Scholarship of Application Scholarship of Integration Teaching: Active member of the Florida Health Simulation Alliance (FHSA). This academic group provides training and collaboration with other health care professionals utilizing simulation as an evidence-based teaching and learning strategy. Application: Presentations to older adult group at local church on health maintenance and importance of medication history during an emergency. Integration: Participate in various health fairs with students throughout the community. Dunlap, Mary FT Discovery: Participated in discovery and development of ACEN self-study. Discovery: Tricking Out Online Lectures, LSSC Discovery: Exploring and Utilizing SimChart Discovery: AWHONN 2014 Annual Convention, Orlando Discovery: Test Development and Item Writing, National Council of State Boards of Nursing Discovery: Recognizing and Responding to Seizures and Seizure Disorders Teaching: Uses Muddy point tool after each lecture to help identify and clarify content Teaching: Uses VARK data to approach student teaching and mentoring. Teaching: Uses Par score to statistically evaluate and validate examination questions Application: Professional memberships Association of Florida Colleges, NLN, AWHONN Integration: Provide education to local community groups Integration: Assist with Lake County Health Fair, and Leesburg Christmas food drive. Integration: Fund raising for St. Jude s Children s Hospital, Special Olympics, Hospice, and Lake County Police. Economidis, Patricia FT Discovery: Participated in discovery and development of ACEN self-study. Discovery: Reviewer for content update of a course as well as RN exit examination. Discovery: Evaluator of data analysis on each student examination (Par testing and Par scores) Discovery: Exploring and Utilizing SimChart Teaching: Completion of introduction to distance learning and Blackboard 9.1 Teaching: Mentored digital story telling project (example, HIV story) Teaching: Uses VARK learning style inventory to counsel students struggling with exam success to make suggestions for study skills and mastery. Application: Member of the Florida Council of Nursing Education Administrators Application: SACS nursing program SLO mapping for reaccreditation process Application: Council and mentor Foundation Success Seminar students to discuss nursing career choices. Integration: Volunteer consultant for orphanages in Africa on mental health issues through the Rafiki Foundation. Page 62

64 Table Faculty Scholarship Faculty Name FT / PT Scholarship in nursing can be defined as those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that 1) is significant to the profession, 2) is creative, 3) can be documented, 4) can be replicated or elaborated, and 5) can be peer-reviewed through various methods. This definition is applied in the following standards that describe scholarship in nursing. Scholarship of Discovery Scholarship of Teaching Scholarship of Application Scholarship of Integration Integration: Consistent integration and monitoring of evidence-based content into the classroom. Integration: Established smoking cessation classes for staff, volunteers, and clients at Lake Cares Food Pantry. Integration: Served on Florida Hospital Healthcare Scholarship Committee Elias, Marilee FT Discovery: Participated in discovery and development of ACEN self-study. Discovery: Reviewer for content update and exit RN HESI examination Discovery: Psychiatric Nursing National Conference, New Orleans. Discovery: Forum for Innovation in Nursing Education, Orlando. Discovery: National Nurses Emergency Preparedness Initiative, George Washington University. Discovery: Bioterrorism: Preparedness for Health Care Professionals. Discovery: Florida Healthcare Simulation Alliance Simulation Conference, Orlando Discovery: Exploring and Utilizing SimChart Teaching: Completion of introduction to distance learning and Blackboard 9.1 Teaching: Completed faculty rank and promotion to Assistant Professor. Teaching: Collaborate with other faculty to create content specific study guides and worksheets to facilitate acquisition of nursing knowledge. Application: Judge for health related senior projects and presentations at Belleview High School, Belleville, Fl. Application: Certificate of completion NCSBN test development and item writing v4.1 course. Integration: Faculty volunteer and nursing student coordinator at Free Junior and Senior High School Athletic screening at the Villages Charter High School, the Villages, Fl. Integration: Plan and deliver nursing education service learning activities: 1 st annual Lake County Community Health Fair, October Litten, Diane FT Discovery: Participated in discovery and development of ACEN self-study. Discovery: Survey of students for use of Blackboard. Presentation at Curriculum Committee of results and proposal for further BB Tech Enhanced courses to be added spring, Discovery: Analysis of course and program outcomes via E-Lumen software used by the college. Discovery: Use of collaborative testing during the first year of the program. Discovery: Exploring and Utilizing SimChart Discovery: Analyzed and evaluated all aspects of Nursing program and wrote 3-year program review for college Discovery: Based on faculty survey results from data found in the program review presented program review and recommendations at Teaching and Learning Committee. Page 63

65 Table Faculty Scholarship Faculty Name FT / PT Scholarship in nursing can be defined as those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that 1) is significant to the profession, 2) is creative, 3) can be documented, 4) can be replicated or elaborated, and 5) can be peer-reviewed through various methods. This definition is applied in the following standards that describe scholarship in nursing. Scholarship of Discovery Scholarship of Teaching Scholarship of Application Scholarship of Integration Teaching: 2012-present-Review peer-reviewed publications of research related to teaching methodology. Teaching: Incorporation of case studies into the classroom based on content being presented. Teaching: Collaborate with lab instructor for cross curriculum experiences to be implemented in lab settings. Teaching: Attended presentations for innovative use of Prezi in the classroom. Incorporated Prezi in the classroom as trial presentation Teaching: Comprehensive Program report Teaching: Added successful applications of technology to teaching and learning such as Prezi, Blackboard Teaching: Attended College s course for development of BB courses Teaching: Developed Hybrid BB capstone course Teaching: Developed and continue to develop Hybrid and Tech Enhanced BB courses. Application: Volunteered at Shepherd s Hope (Facility closed and unable to continue). Application: Licensed as Certified Nurse Educator Application: Advanced Registered Nurse Practitioner Application: Certified Nurse Educator certification Application: Developed community based presentation on Women s Heart Disease. Application: Member of Preventive Cardiovascular Nurses Association Application: Member of NLN Association Integration: Member on committee for Health Sciences Collegiate Academy. Academy being developed by college and area schools and hospitals. Integration: Sponsor for students in Florida Nurses Student Association Integration: Support of students participating in yearly Health Fair on campus Integration: Support of students FNSNA food drive and community projects. Integration: Coordinate for nursing volunteers in area health fairs, health screenings, health education events. Integration: Developed presentation for community speaker on Women and Heart Disease. Owens, Irene FT Discovery: Participated in discovery and development of ACEN self-study. Discovery: Reviewed the LPN to RN textbook Nursing Leadership and Management for Thompson - Delmar. Discovery: FNSA Annual Convention, Florida Discovery: Developed innovative techniques for online hybrid courses for LSSC. Discovery: Licensed and certified ARNP Discovery: Exploring and Utilizing SimChart Teaching: Utilize Camtasia for online course content presentations. Page 64

66 Table Faculty Scholarship Faculty Name FT / PT Scholarship in nursing can be defined as those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that 1) is significant to the profession, 2) is creative, 3) can be documented, 4) can be replicated or elaborated, and 5) can be peer-reviewed through various methods. This definition is applied in the following standards that describe scholarship in nursing. Scholarship of Discovery Scholarship of Teaching Scholarship of Application Scholarship of Integration Teaching: Utilize storytelling and case studies as basis for classroom activities. Teaching: Utilize Epocrates in classroom for evidence-based teaching and learning practice. Teaching: Integrated Evolve Adaptive Quizzing, SimChart, Case Studies, and patient reviews into each course content area. Application: Member and vice president, and president Oncology Nurses Association local chapter. Application: Member of the Lake County Nurse Practitioner Association. Integration: Provided breast cancer educational program for LSSC faculty. Integration: Works as ARNP for Community Medical Center a free clinic, Leesburg, Fl. Integration: Recertified as a Family Nurse Practitioner (2014). Integration: Florida Nursing Student Association, faculty representative. Pate, Deborah FT Discovery: Participated in discovery and development of ACEN self-study. Discovery: Developed innovative techniques for online hybrid courses for LSSC. Discovery: FNSA Annual Convention, Florida Discovery: Exploring and Utilizing SimChart Discovery: Attended evidence-based practice seminar on pharmacology, Las Vegas Teaching: Utilize Camtasia for online course content presentations. Teaching: Utilize storytelling and case studies as basis for classroom activities. Teaching: Utilize Epocrates in classroom for evidence-based teaching and learning practice. Teaching: Integrated Evolve Adaptive Quizzing, SimChart, Case Studies, and patient reviews into each course content area. Application: works part time at local family medical clinic. Application: Member of the Lake County Nurse Practitioner Association. Application: Member of the American Critical Care Nursing Association (AACN). Integration: Florida Nursing Student Association, faculty representative. Reese, Susan FT Discovery: Participated in discovery and development of ACEN self-study. Discovery: FNSA Annual Convention, Florida Discovery: Exploring and Utilizing SimChart Discovery: For clinical facility and as clinical educator, researched and instituted best and most current evidence-based practice guidelines for perioperative, emergency, and critical care service areas. Also established hospital best practices for IV therapy, electronic documentation, and related data outputs. Discovery: Attended Pathway to Excellence conference, San Antonio, Tx. Page 65

67 Table Faculty Scholarship Faculty Name FT / PT Scholarship in nursing can be defined as those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that 1) is significant to the profession, 2) is creative, 3) can be documented, 4) can be replicated or elaborated, and 5) can be peer-reviewed through various methods. This definition is applied in the following standards that describe scholarship in nursing. Scholarship of Discovery Scholarship of Teaching Scholarship of Application Scholarship of Integration Teaching: Utilizes adult learning principles to develop content for the classroom. Techniques to include: problem-based learning, case studies, role play, discussions, educational games. Application: ANCC Professional Staff Development board certification Thompson, June FT Discovery: Participated in discovery and development of ACEN self-study. Discovery: Conducted and evaluated student study techniques prior to an examination and presented to LSSC Nursing Program Curriculum Committee Discovery: Consultant and contributor with F.A. Davis company for case study development for their electronic medical record product. Discovery: Consultant and contributor for Prentice Hall, Nursing as they develop unfolding case studies of interactive computer based learning. Teaching: LSSC faculty mentor for Elsevier s electronic products. Adaptive Quizzing, SimChart, Simulation Learning System, HESI Case Studies Teaching: Presentation: Emergency Nurses Association s Annual Meeting. Title: A Long Road to Today s Association. Indianapolis Indiana. October 2014 Application: Professional memberships, Sigma Theta Tau, the Emergency Nurses Association Tinny, Nicole FT Discovery: Participated in discovery and development of ACEN self-study. Discovery: Faculty mentor for concept map integration into the curriculum. Discovery: Ongoing work with college committees to develop and ensure consistency of objective measures for student learning outcomes. Teaching: Using and evaluating more innovative teaching techniques into the classroom. Teaching: Completed faculty rank and promotion to Assistant Professor. Application: FSNA presentation on Pediatrics. Application: Conducted elumen workshops for faculty. elumen is the college s formal evaluation system. Winship, Robyn FT Discovery: Participated in discovery and development of ACEN self-study. Discovery: FNSA Annual Convention, Florida Discovery: Exploring and Utilizing SimChart Teaching: Super user for PAR testing system. Mentors faculty in use and capabilities of the system. Application: Preparing to take certification examinations for Family Nurse Practitioner and Certified Nurse Educator. Application: Member, Sigma Theta Tau Application: Member, AWOHN Page 66

68 Table Faculty Scholarship Faculty Name FT / PT Scholarship in nursing can be defined as those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that 1) is significant to the profession, 2) is creative, 3) can be documented, 4) can be replicated or elaborated, and 5) can be peer-reviewed through various methods. This definition is applied in the following standards that describe scholarship in nursing. Scholarship of Discovery Scholarship of Teaching Scholarship of Application Scholarship of Integration Anderson, William PT Discovery: BSN from University of Central Florida 2013 Discovery: Advanced to Relief Charge RN for LRMC ICU and IMCU Departments Discovery: FNSA Annual Convention, Florida Teaching: Consistently met with LSSC Transition Program Nursing faculty to discuss and implement best practices in my nursing practice (ie. CHG RN in ICU) and apply them to nursing education of my students. Teaching: Modified teaching plan to improve student outcomes in the clinical setting. Integration: Volunteer RN at Community Medical Care Center in Leesburg, FL (serves low income community in Leesburg, FL. A partnership between First Baptist Church of Leesburg and Central Florida Health Alliance. Integration: Member AACN (American Association of Critical Care Nurses) Broadway, Brenna PT Discovery: Exploring and Utilizing SimChart Application: Certified Orthopedic Nurse Application: NAON member Shafar, Nicole PT Discovery: FNSA Annual Convention, Florida Discovery: Utilizes concept mapping to show interdependencies of complex topics, tests, disease processes, and client understanding. Discovery: Chairperson of OB policy and procedure committee at employed hospital. Responsible for ensuring all policies and procedures are best practices and evidencebased. Teaching: Mentor for new clinical instructors to ensure understanding and implementation of best practices. Application: National certification in inpatient obstetrics as well as fetal monitoring. Application: Post master s certification as family nurse practitioner. Application: Labor and delivery charge nurse and unit educator. Integration: Super user and instructor for electronic health records Integration: Quality improvement activities at employed hospital via data collection and analysis. Slick, Michele PT Discovery: Participated in Community Advocacy project that focused on population health in a given community. Discovery: Utilize techniques such as Camtasia, web CT, and Blackboard to integrate learning within an online environment. Discovery: Completed courses through SPC on computer technology for online courses as well as HTML coding. Discovery: Utilize Respondus programming for online examinations Page 67

69 Table Faculty Scholarship Faculty Name FT / PT Scholarship in nursing can be defined as those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that 1) is significant to the profession, 2) is creative, 3) can be documented, 4) can be replicated or elaborated, and 5) can be peer-reviewed through various methods. This definition is applied in the following standards that describe scholarship in nursing. Scholarship of Discovery Scholarship of Teaching Scholarship of Application Scholarship of Integration Teaching: Utilizes concept mapping to instruct and ensure students have clear understanding of underlying disease processes. Teaching: Utilize windshield survey in community health setting to demonstrate how this technique helps to canvas a wide variety of risk factors. Application: Clinical nurse specialist in acute adult health and education Application: Sigma Theta Tau. Integration: Active participation in student health fairs at local hospitals and disaster drills. Integration: Participated in full day and evening event with students to visualize the struggles of hunger, poverty, and control while attending the reenactment of a worldwide countries for hunger, by growing crops, building water conversation techniques, dealing with bartering and bargaining, and working in a simulated village of wooden shanties and shanty town as part of a school project in a northern county of Alabama. Stewart, Wendi PT Discovery: Uses concept mapping to assist students with understanding of complex patient problems. Discovery: FNSA Annual Convention, Florida Teaching: Mentor for new part-time clinical faculty. Teaching: Electronic health record super user and resource at employed hospital. Assists students with the computer systems during clinical experiences. Teaching: Provides hand-washing workshops for local elementary schools. Application: Nationally certified in inpatient obstetrics and fetal monitoring. Application: Participates on hospitals IV resource team. Integration: Chairperson for OB policies and procedures at employed hospital. Responsible for updating policies and procedures based on current evidenced-based practices. Integration: JCAHO resource at employed hospital. Taylor, Kelly PT Discovery: FNSA Annual Convention, Florida Teaching: Began professional development classes through Valencia College which focus on learning styles and strategies for reaching today s students. Application: Began MSN program Nurse Educator track. Application: Currently a member of Sigma Theta Tau. Application: Pursuing MSN with a focus in Education. Application: Pursuing Associate Faculty standing at Valencia College through professional development classes. Tobie, Delrose PT Discovery: In MSN program expected to graduate spring Teaching: Electronic health record super user and resource at employed hospital. Assists students with the computer systems during clinical experiences. Verkaik, Vicki PT Discovery: FNSA Annual Convention, Florida Page 68

70 Table Faculty Scholarship Faculty Name FT / PT Scholarship in nursing can be defined as those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that 1) is significant to the profession, 2) is creative, 3) can be documented, 4) can be replicated or elaborated, and 5) can be peer-reviewed through various methods. This definition is applied in the following standards that describe scholarship in nursing. Scholarship of Discovery Scholarship of Teaching Scholarship of Application Scholarship of Integration Discovery: Exploring and Utilizing SimChart Teaching: Distance learning and Blackboard 9.1, level one certification. Page 69

71 CRITERION 2.7 The number, utilization, and credentials of staff and non-nurse faculty within the nursing education unit are sufficient to achieve the program goals and outcomes. The LSSC nursing program employs four non-nurse personnel. Three of these employees provide support services for the program. The fourth individual manages the Occupational Safety and Health Administration (OSHA) Susan Harwood Training Grant. There is one full-time coordinator for the nursing program and two full-time administrative staff assistants. The coordinator has a Bachelor of Arts in Human Services and Master s in Business Administration (MBA) with a focus in leadership and extensive experience in management. She works with the program director to provide support for day-to-day operations including preparing budget, program evaluation, end-of-year, and Board of Nursing reports. The coordinator also performs other tasks that support the achievement of program goals and outcomes. The administrative staff assistants have many years of secretarial experience. One serves on the South Lake campus and one on the Leesburg campus. They provide secretarial support to students and faculty. Their designated duties include responding to questions about the program; handling walk-ins, phone calls, and s; and working with enrolled and prospective students to provide information and answer questions. They are the first line contacts for prospective and enrolled students. In addition they schedule and conduct monthly information sessions for prospective nursing students. They accept applications from prospective students, notify students and faculty on any deficiencies in health certificates, CPR, immunizations, etc., and enter data into the student database. The project manager for the OSHA grant is a baccalaureate prepared non-nurse. In compliance with the scope of the grant, she instructs students and health care workers in ergonomically sound, evidence-based, safe-patient handling and movement. In addition, she collects and analyzes injury data related to the use of safe lifting devices in local health care facilities. CRITERION 2.8 Faculty (full- and part-time) are oriented and mentored in their areas of responsibility. Full-time faculty complete the college s standard faculty orientation and the nursing faculty orientation. Faculty are oriented to the location of the online Faculty Handbook and are encouraged to use this handbook as the official reference for general information on the college faculty-related policies and procedures, information related to instruction, and information on support services. During the college orientation program, faculty are oriented to the college s, policies and procedures, library services, instructional and evaluation techniques and a wide variety of faculty support services. The nursing program orientation includes a review of the college s scope and support services and a review of the Clinical and Adjunct Instructor Handbook including select program content. A copy of the handbook is available in the document display room. Each new faculty is assigned an experienced full-time faculty mentor. New clinical faculty are placed in a clinical setting with an experienced faculty member available to offer assistance and Page 70

72 mentorship. This mentor relationship is designed to support new educators as they navigate the policies and procedures of the nursing program, the progression of courses, and the implementation of the curriculum. The program is designed to mirror course content and evaluation on the Leesburg and South Lake campuses. Experienced faculty meet with new faculty teaching the same content to share classroom preparation materials and strategies. Experienced and new faculty work together on preparation, administration, and analysis of examinations. CRITERION 2.9 Systematic assessment of faculty (full- and part-time) performance demonstrates competencies that are consistent with program goals and outcomes. The LSSC s faculty assessment policy ( Faculty Handbook) requires ongoing open communication between supervisor and faculty. Newly hired full-time faculty members are formally evaluated upon completion of their 90-day probationary period to assess whether they are effectively meeting the job requirements. A satisfactory evaluation leads to removal from new hire probationary status. An unsatisfactory evaluation may lead to dismissal from employment or extension of the probationary period (not to exceed 90 days) with a specific plan of correction. Satisfactory completion of the extended probationary period results in removal from probationary status. An unsatisfactory evaluation results in dismissal. Part-time (adjunct) faculty members receive a formal first year performance review and then are reviewed every three years. A part-time faculty member receiving an unsatisfactory review will be counseled, a corrective plan put in place, and a reevaluation performed after a designated period of time not to exceed 90 days. All full-time faculty are evaluated by the nursing department s program chair on an annual basis. These evaluations are completed during February each year using the college s standard Faculty Performance Review form. The evaluation process is in compliance with the Lake- Sumter State College Administrative Procedure Manual, PRO This evaluation process involves faculty completing a self-evaluation which is submitted to their department chair by a specified date. The department chair reviews the self-evaluation prior to completing the performance review. This process involves a collaborative approach to faculty assessment. The evaluation includes an instructional observation, review of instructional load, and an assessment of how general duties are performed. Faculty members must set goals in the areas of teaching excellence, service to the college and community, and service to profession and professional growth. In addition, the evaluation addresses demonstration of service excellence behaviors. This is a unique college initiative which appraises how the faculty member demonstrates respect, competence, responsiveness, and collaboration in their daily duties. The completed evaluations are stored in the Human Resources Department. In the event a faculty evaluation identifies any area of unsatisfactory performance, a meeting with the nursing program director is required. The faculty member is counseled as to the expected improvement in performance, and a plan of correction is established. A deadline is set for the reevaluation of performance, which must document improvement. Page 71

73 The Lake-Sumter State College Faculty Performance Review form and the Supervisor's Performance Review Handbook are available for review in the document display room. Nursing students evaluate nursing faculty at the end of each semester. Faculty evaluations by students are administered by the college according to college procedure. Faculty evaluation data are available for review in the document display room. CRITERION 2.10 Faculty (full- and part-time) engage in ongoing development and receive support for instructional and distant technologies Lake-Sumter State College (LSSC) requires faculty to complete an Introduction to Blackboard 9.1 training course before they may teach any technology enhanced, hybrid, or online courses. There are two levels of Blackboard training: Level 1 prepares faculty to develop a technology enhanced, hybrid, or fully online course using pre-developed templates and methods. The eight-hour training program includes both Blackboard and Collaborate training. Level 2 prepares faculty to develop a full course from scratch within the Blackboard environment. This training session may be completed in approximately ten hours. All full-time faculty in the nursing program have completed the Level 2 Blackboard training. The bridge track faculty were the first to develop and offer hybrid courses within the Blackboard environment. The college elearning Department was instrumental in assisting the faculty with the initial development of hybrid courses and continues to provide ongoing support. Faculty report they have received exceptional support in creating and maintaining hybrid nursing courses. All part-time faculty who teach in a technology enhanced clinical course have completed a Level I Blackboard training program preparing them to receive and grade student assignments, manage the grade book, and participate in online class discussions. The elearning department provides ongoing instruction throughout the year to support the faculty s continued learning. Most recently, the department has initiated a weekly drop-in workshop. This workshop is an open laboratory on both college campuses aimed at providing faculty support and course development coaching. In addition, there are online tutorials and information that faculty can access at any time. The college is committed to maintaining standards for distance learning. The elearning department to ultimately have courses recognized by the Quality Matters program, a nationally recognized, faculty-centered, peer review process designed to certify the quality of online courses and online components. Additionally, the nursing program has licensed a variety of Elsevier electronic products to enhance both teaching and learning. Most of these products were licensed within the past year and are still being phased into the curriculum. Elsevier s SimChart product provides students Page 72

74 with opportunities to practice electronic documentation within a standardized and safe environment. Adaptive Quizzing allows faculty to quiz students over various difficult content areas and provides students the opportunity to develop quizzes to evaluate themselves. The Simulation Learning System provides standardized simulation and skills evaluation scenarios by which faculty may evaluate students in the laboratory setting. Finally, the HESI practice tests, remediation content, and case studies provide yet another venue for evaluation and remediation. Faculty are new to most of the products and are now in a year-long orientation phase where faculty are integrating the products throughout the curriculum. Page 73

75 Standard 3 Students Student policies and services support the achievement of the student learning outcomes and program outcomes of the nursing education unit. CRITERION 3.1 Policies for nursing students are congruent with those of the governing organization, publically accessible, non-discriminatory, and consistently applied, differences are justified by the student learning outcomes and program outcomes. Lake-Sumter State College (LSSC) offers equal access and opportunities and does not discriminate on the basis of race, color, sex, ethnicity, gender, national origin, age, disability, genetic information, marital status, veteran status, religion, sexual orientation or political affiliation. The college s equity statement is found in the LSSC Catalog and Student Handbook (page 4). All nursing students attending LSSC are guided first by the policies and procedures of the college. A complete list of college policies and procedures is found in the LSSC Catalog and Student Handbook. A selection of frequently referenced policies is provided in Table Table Lake-Sumter State College List of Selected Policies and Procedures Policy or Procedure Safety and Security Campus Security; Accident and Incident Reporting; Safety and Fire Regulations; Regulations for Weapons on Campus; Personal Safety; Violent or Criminal Behavior; Drug Free Workplace and Educational Environment; Sexual Harassment/ Battery Student Rights and Responsibilities Student Rights; Student Responsibilities; Student Code of Conduct; Software Code of Ethics Academic Integrity Breech of Academic Integrity; Sanctions for Breach of Academic Integrity; Grade Grievance Procedure Steps to Enrollment / Admissions Steps to Enrollment; Admission Policies; Admission to Special Programs (Nursing Program 15 ) Records Rights related to Student Records; Family Educational Rights and Privacy Act (FERPA) Content location Pages Pages Page 20 Pages Pages Registration Pages The Nursing Program is a limited access program meaning that certain criteria must be met prior to the student s application being forwarded to the Nursing Selection Committee for admission consideration. A list of the prerequisite courses is listed in Appendix A and a full description of the admission criteria and processes are in the Lake- Sumter State College and Student Handbook page96 and The ADN Nursing Program website (future students). Page 74

76 Table Lake-Sumter State College List of Selected Policies and Procedures Policy or Procedure Registration process; Prerequisites and Co-requisites; Adding and Dropping a Class; Registration Holds Tuition and Fees College credit courses; Additional fees; Non-Refundable fees; Tuition and Fee Refund Policy Student Financial Assistance Financial Aid Policies and Procedures; Institutional Scholarship Veterans Educational Benefits Authorization; VA Steps to Enroll; Approved Programs and Courses Content location Pages Pages Pages Class Attendance Page 68 Students enrolled in the nursing program must comply with the 2014 Associate Degree Nursing Student Policy Handbook. Differences between the college and nursing program policies are related to the nature of the clinical practice of nursing, student success efforts, and clinical agency requirements. These differences are explained to students during the new nursing student orientation. Table details additional policies required for nursing students. Table Nursing Program Unique Policies 2014 Associate Degree Nursing Student Policy Handbook or Nursing Program website Content location Description Liability (malpractice) insurance Page 2 Required Documentation 16 Page 3 Level II FDLE / FBI Background Checks Page 3 Nurse Scholars Program Employment Restrictions Records Page 4 Page 4 Page 5 Required of all students in the nursing program to reimburse patient losses incurred from injuries as a result of negligent care by students in the clinical setting. Nursing students are required to submit medical and dental examination verification including urinalysis, hemoglobin and hematocrit. Each must also show CPR certification, PPD test, MMR and Hepatitis B Series immunization, and tetanus vaccination. (clinical facilities require verification) Current Florida LPN or Paramedic licenses are also required for Bridge Track Students. Clinical facilities require background checks on all nursing students delivering patient care. Any identified issues must be reported to the facilities. Local hospitals offer funding for nursing students. Students accepting this funding commit to work in the hospital while in the program and for a specified time frame after they graduate. Students are encouraged to work no more than 24 hours per week due to the intensive requirements of the program. They are not permitted to work the shift immediately preceding the start of an assigned clinical day due to safety concerns in patient care. The nursing program complies with college policies regarding records. Medical/immunization information must be made available to clinical facilities to comply with Educational Services Agreement (ESA terms). 16 Students with expired documentation are not eligible to participate in the clinical portion of the program and risk dismissal from the program for excessive absence. Page 75

77 Table Nursing Program Unique Policies 2014 Associate Degree Nursing Student Policy Handbook or Nursing Program website Content location Description Background information is stored according to Volunteer & Employee Criminal History System (VECHS) guidelines. Drug Testing Page 5 In addition to complying with college policies regarding a drug-free environment, all nursing students submit to a pre-attendance drug screen and random screens to support safe clinical practice. Students who test positive are recommended for dismissal from the nursing program and must comply with the Florida Intervention Project for Nurses (IPN) program to be considered for readmission the following year. Attendance Community Service Grades / Progression Admissions Admission Testing Requirements Proof of Legal Residence Pages Page 11 Page 12 The ADN Nursing Program website HESI Pre- Admission Testing LSSC Legal Residence Requirements Students must comply with the college s attendance policy. While class attendance is not mandatory, punctual and regular attendance is encouraged. Sign in sheets are kept for each class and used for evaluation of student performance and risk identification. Clinical attendance is mandatory. Students must notify the instructor prior to an absence from clinical and any missed time must be made up prior to the end of the semester. Students who are absent more than 10% of total clinical course hours are required to have administrative approval to continue in the nursing program. The rate of learning in the nursing program is rigorous and any absences may jeopardize the student s success. Students must notify instructors prior to absence from an exam. Any make-up exam taken after a scheduled exam will receive an automatic ten-point deduction to support test security measures. General track nursing students must complete 24 hours of voluntary community health promotion service to progress into the final practicum course. Bridge track students must complete 12 hours. A minimum grade of 80% must be maintained in each nursing theory course to progress in the program. A clinical course grade of S is required for progression. Students must also maintain a 90 percent proficiency for all math quizzes. Students who are academically dismissed from the program must comply with a predetermined plan of in order to be considered for readmission the following year. All prospective nursing students must attend an information session before applying to the program to learn about the program requirements and the application process. The nursing program is a limited access program (see table 3.1.1) and typically has many more applicants than can be admitted. To be considered for admission, applicants must meet minimum prerequisite requirements (Appendix A), have a minimum 2.50 GPA, and meet minimum admission testing requirements. Due to the rigor of the program, all applicants take the HESI admission test. Because there are limited seats available, the nursing program strives to accept only the students who best demonstrate indicators of success. Eligible students must score a minimum of 80 on Math, a 76 on each language section (reading comp., grammar, vocabulary), and a cumulative score of 160 (math plus the average for language). Priority for admission is given to residents of Lake and Sumter counties. Prerequisite course requirements LSSC Catalog and Student Handbook (page 95) Satisfactory completion of nine prerequisite courses (28 credits) is required for admission into the program. These foundation courses support student success in the program. Page 76

78 CRITERION 3.2 Public information is accurate, clear, consistent, and accessible, including the program s accreditation status and the ACEN contact information. Accurate, clear, consistent, and accessible information about LSSC s nursing program is available from several sources. The LSSC Nursing Program Admissions Information Packet and The Associate Degree Nursing Student Policy Handbook provide online information for future and current students, including accreditation and contact information for both the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) and the Accreditation Commission for Education of Nursing (ACEN). Readers are also directed to the appropriate sites for the Florida Board of Nursing, SACSCOC, and ACEN. The college publishes marketing materials about offered associate degree programs including nursing. Printed and online information is reviewed for accuracy and consistency. Course syllabi are reviewed by individual faculty members and approved by the Nursing Curriculum Committee. The information packet, the student handbook, and content presented in information sessions are reviewed annually by the program coordinator and director for accuracy and consistency. Updates to information are posted as changes are made. Printed information about the program is published in the LSSC Catalog and Student Handbook. The college s Catalog Committee is responsible for an annual review of the catalog. This committee consults with the nursing program coordinator and director to review and update program content. CRITERION 3.3 Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner. When students are admitted to the program they each receive a print copy of the Associate Degree Nursing Student Policy Handbook and sign that they have read and understand the policies and requirements stated therein. Students review the handbook and the syllabi for their first courses (NUR 1022 and NUR 1820 described in Section 4) during the new student orientation and on their first day of class. Any changes made to the nursing student handbook are typically done only once a year and are incorporated in the new handbook for students entering in the fall. Current students are notified via Lakehawk and the website of any changes made to the policies in the handbook. A copy of the handbook is available in the document display room. All enrolled students at LSSC receive an account (Lakehawk ) which is the official means of communication between the college and LSSC students. The students are instructed to check their Lakehawk on a regular basis for communication from faculty, nursing program staff, and the college. In the event of a significant change students will be informed in their classes and sign receipt of that information. An example of the type of significant change Page 77

79 communicated to students was the addition of the University of Central Florida BSN Concurrent program. This change was made and communicated to the entering class of fall Other examples are available for review in the document display room. CRITERION 3.4 Student services are commensurate with the needs of nursing students including those receiving instruction using alternative methods of delivery. LSSC provides student support programs, services, and activities consistent with its mission to respond to community needs by providing high-quality, accessible programs from enrichment and career training to associate and baccalaureate degrees. In all contexts, LSSC embraces excellence, diversity, and innovation to maximize student learning and success. 17 The college is dedicated to helping students define and meet educational and career goals while offering a wide range of programs, services and activities that enhance the student learning process and engage students in the educational experience. The college complements its academic programs with a broad spectrum of support services for students at all levels, at all instructional sites, and for distance education students. Most student support programs, services, and activities are coordinated through the division of Academic Affairs and the division of Enrollment and Student Affairs. Athletics and Financial Aid services are coordinated through the division of Business Affairs. Admission, Registration and Records LSSC s Admissions and Records Office oversees the college s admissions, registration and records activities. The office provides student services that include: verification of enrollment status, veteran student enrollment certification, international student admission, dual enrollment admission, transcript processing, transcript evaluation, graduation audit processing, diploma printing, initial attendance tracking for financial aid and withdrawal processing, and student registration adjustments. Degree and certificate-seeking students apply for admission online through the LSSC Admission Application. Admissions and Records staff members are available to serve students during regular business hours and extended evening hours several days a week. All LSSC students log in and navigate through LSSC Online Interactive Services (LOIS) for functions such as: reviewing personal information (such as current contact information), accessing academic records and grades, viewing financial aid awards, paying tuition and fees, and ordering official transcripts. The Admissions and Records Office maintains the integrity of student records, ensuring compliance with the Family Educational Rights and Privacy Act (FERPA) guidelines as outlined in the LSSC Catalog and Student Handbook. The Admissions and Records Office 17 Lake-Sumter State College Mission Statement. LSSC Catalog and Student Handbook, page 3. Page 78

80 also provides general information requested by outside individuals and organizations as allowed by FERPA. Admissions data is stored in a centralized database that is systematically backed up by the college s Information Technology (IT) department. New Student Orientation (NSO) As indicated in the LSSC Catalog and Student Handbook, New Student Orientation (NSO) is required for all dual enrollment and first time in college students. NSO is strongly encouraged for transfer students pursuing associate degrees. Students admitted to a Nursing degree program participate in a mandatory Nursing Orientation. Academic Advising Lake-Sumter State College recognizes that academic advising is integral to the achievement of the college s mission. Its academic advisors guide and support students in establishing and achieving their academic goals. This includes orienting students to the college experience, supporting the learning process, and supporting students efforts to make informed decisions that are aligned with their educational and professional aspirations. Academic advisors collaborate with students regarding admissions, degree and program requirements; prerequisite coursework; institutional policies and procedures; academic appeals; referrals to college and community resources; graduation requirements and interventions for students in academic distress. Academic advising is available to both prospective and current students. Advising is encouraged each semester and is available by appointment or on a walk-in basis. Students can meet in-person with academic advisors at any Lake-Sumter State College location. Students may also meet with an advisor in a secure online environment using Blackboard Collaborate. Graduating students are required to meet with an advisor for their preliminary graduation audit. In addition to face-to-face advising sessions, classroom presentations, and workshops, academic advisors use social media to effectively communicate with students and keep them informed about deadlines, important dates, and notices. Testing As required by Florida Statute, Section and State Board Rule 6A , appropriate course placement for all eligible students entering college is determined by the Postsecondary Education Readiness Test (PERT). The PERT is an entry-level placement test used to determine initial placement in English, reading and mathematics. Students are exempted from this requirement if they graduated with a standard diploma from a Florida public high school since 2007 or are current active duty military. The college also administers the College Level Examination Program (CLEP), the American College Test (ACT), the Health Education Systems Inc. nursing entrance exam (HESI), and institutional credit by exam tests at the Leesburg Campus. Distance testing is also available through the LSSC Testing department. Page 79

81 Career Development Services LSSC s Career Development Services (CDS) provides access to a variety of in-person and online career development resources for LSSC students at all levels and locations, including distance education students. Campus-based activities include classroom presentations, career and college major exploration workshops, and themed hiring events throughout the academic year. Information regarding career development services and resources is also available in the LSSC Catalog and Student Handbook. Career advising is available to all LSSC students and alumni. Career advising is encouraged each semester and is available by appointment or on a walk-in basis. Individual career advising appointments are available at the Leesburg and South Lake campuses several days a week and at the Sumter campus by appointment. All LSSC students, including distance education students, may also schedule online career advising appointments using Blackboard Collaborate. Online career development resources available to all LSSC students include 24-hour access to MyPlan and College Central Network. MyPlan, LSSC s online career guidance system, provides career and college major exploration tools, career assessments, career profiles and college major profiles. College Central Network, LSSC s online job portal, provides opportunities for part-time, full-time and internship employment opportunities. Financial Aid LSSC s Financial Aid Office oversees the provision of financial assistance for all eligible students who seek financial assistance for their postsecondary education, including those in approved certificate programs and in associate and baccalaureate degree programs. The college s Financial Aid Office administers and coordinates over $10,000,000 in student aid annually. All student financial aid awards are processed through the college s Financial Aid Office to ensure compliance with federal financial aid rules and regulations. Financial aid may be awarded in the form of gift aid, grants and scholarships, and student employment programs such as the Federal Work-Study Program or student loans. While most financial aid is awarded based on documented student financial need, the college also offers merit and talent-based scholarships through the Financial Aid Office. Financial aid information is available in the LSSC Catalog and Student Handbook and on the LSSC Financial Aid office website. Financial Aid staff members advise students how to apply for financial aid and complete financial aid forms such as the Free Application for Federal Student Aid (FAFSA), and provide information to students on the types of financial aid that they may be eligible to receive. During the academic year, of the 3,606 enrolled students who filed the FAFSA, 71 percent or 2,595 students received some form of aid. The Financial Aid Office offers financial aid application workshops to prospective and currently enrolled students. Workshops are held during on-campus events such as College Night at local public high schools. LSSC students also have 24 hour online access to information such as the status of their financial aid application, awards, disbursements, Satisfactory Academic Progress Page 80

82 (SAP), and student loan indebtedness using LSSC s Online Interactive Services (LOIS) student information portal. In-person financial aid advising is available on all campuses. LSSC s primary Financial Aid Office is located at the Leesburg Campus. The office is equipped with three computers that students may use for financial aid purposes. Two full-time financial aid specialists are available to meet with students at the South Lake Center. Financial aid staff members are available to meet with students by appointment at the Sumter Center. New Directions Program This program provides services that assist displaced homemakers in pursuing a degree at LSSC. The New Directions Program is funded by the Florida Displaced Homemaker Trust Fund administered by the Florida Department of Economic Opportunity. New Directions offers many services including training and educational services, limited financial assistance, career and academic advising, job referrals and community referrals for additional assistance. Program services are customized according to the individual participant s need with the goal of achieving self-sufficiency. Program information including program eligibility is available on the New Directions Program website. Student Assistance Program Mental health counseling is available on a short-term basis to all LSSC students through the Student Assistance Program. LSSC contracts with a private mental health provider, Aetna Behavioral Health, for this service. Aetna provides students up to five free confidential counseling sessions with a licensed mental health counselor in the local community. Referrals are made through designated academic advising staff members at each LSSC location. Information regarding counseling referrals is available in the LSSC Catalog and Student Handbook and the Faculty Handbook. Services for Students with Disabilities At LSSC, students with disabilities are integrated into all aspects of the college to ensure equal access to educational opportunities. Educational access includes the provision of accommodations, the use of auxiliary aids and services to afford a student with a disability an equal opportunity to participate in, and benefit from a service, program, or activity offered by the college. Accommodations are available to LSSC students at all levels and at all instructional sites who are registered for services with the college s Office for Students with Disabilities (OSD). The accommodations are also offered to students registered in online courses. Information about OSD services and procedures is available on the OSD website and in the LSSC Catalog and Student Handbook. Each fall, OSD provides information to faculty during the annual Faculty and Staff Convocation regarding services and accommodations that students with disabilities may be eligible to use while attending LSSC. In Page 81

83 August 2011, OSD expanded on-campus services with the opening of a newly dedicated OSD Testing Lab. Services for Veterans LSSC provides services to support students who have served in our country's armed forces. LSSC staff members are available to assist eligible students in receiving educational benefits from the Department of Veterans Affairs (VA) for veterans, dependents, national guardsmen, and reservists. Veterans may use the following VA benefits: Chapter 30 Montgomery GI Bill, Chapter 31 Vocational Rehab, Chapter 33 Post 9/11 GI Bill, Chapter 35, Dependents/Survivor, and Chapter 1606 Ed Assistance Selected Reserve and Chapter 1607 REAP. Housed in the Admissions and Records Office, a VA certifying official is available to assist veteran students with VA benefit applications, navigating the enrollment and certifying process, and transferring VA benefits from other postsecondary institutions. The VA academic advisor is available to meet with students in person, online or on the phone to develop an academic plan for specific degree programs, monitor academic progress and seek out academic and community resources. Students may also meet with the veteran s academic advisor in a secure online environment using Blackboard Collaborate. LSSC maintains Veterans Services information on the Admissions and Records webpage and the Academic Advising webpage. In the fall of 2013, LSSC opened a dedicated Veteran s Center on the Leesburg campus. Student Life LSSC s Student Life Office encourages student participation in activities and organizations that complement the college s academic programs by providing opportunities for leadership development, pursuit of special interests, social interaction and student engagement. The Student Life Office guides and supports the operation of student groups and organizes activities such as campus events and trips. All LSSC students, including those enrolled in bachelor s degree programs, are eligible to participate in student organizations and activities. The Student Life staff is responsible for coordinating the following organizations and activities: The Student Government Association (SGA) is the official representative of LSSC s student body. SGA s purpose is to plan student activities and events and advocate student concerns to college faculty and administration. SGA officers and members also participate in the Florida College System Student Government Association (FCSSGA). Campus Diplomats plan and implement events and projects. Diplomats also coordinate activities to develop student awareness and community service opportunities. Club and organization membership offers students the opportunity to engage with peers, faculty and the college community. Club activities help students learn teamwork, leadership, opportunities and project management. Currently, seventeen clubs and organizations are chartered and active. Student Publications contribute to students learning by providing a venue for responsible discussion and expression while adhering to responsible journalistic Page 82

84 practices. LSSC s student newspaper, The Angler, is produced by students with guidance from a faculty advisor. The Angler publishes 10 issues each academic year. The Odyssey is a fine arts magazine produced annually that contains students short stories, poetry, photography, graphics and art. Intramurals are available to all LSSC students and include organized activities such as flag football, dodge ball, basketball, volleyball, five kilometer runs and open gym hours for supervised recreation. Students also have access to a wellness center with individual exercise and fitness equipment on the Leesburg campus. Athletics LSSC offers opportunities for students to participate in intercollegiate athletics with programs in women s volleyball, women s softball, and men s baseball. The LSSC Lakehawks are members of the Florida Community College Activities Association Mid-Florida Conference and the National Junior College Athletic Association. Unlike other student activities at LSSC, intercollegiate athletics participation is limited to students enrolled in associate level programs, pursuant to Florida Statute (2)(g). A monthly newsletter, the Sports Dominator, is published by the Athletic Department. Assessment of Student Support Services In conjunction with the college s institutional effectiveness process, LSSC s student support programs, services, and activities are assessed through a variety of methods including data analysis, office and service usage reports, and student satisfaction surveys. The Office of Planning and Institutional Effectiveness (PIE) assists with creating surveys to meet assessment and benchmarking needs. The PIE office maintains centralized survey processes in an ongoing effort to provide support services for all students. Information is routinely reviewed to determine the effectiveness of current services and to identify areas for improvement. Table summarizes student services that are available, locations of availability, and the appropriate website where students can find information. Table Lake-Sumter State College Student Services Student Service Information Location Leesburg Campus South Lake Campus Distance 18 Academic Advising LSSC Academic Advising Career Advising LSSC Career Development Services Disability Services LSSC Office for Students with Disabilities Enrollment Advising LSSC Admissions and Records Office Financial Aid LSSC Financial Aid 18 Students may meet with an advisor in a secure online environment using Blackboard Collaborate. Page 83

85 Table Lake-Sumter State College Student Services Student Service Information Location Leesburg Campus Learning Center (math lab, science lab, etc.) LSSC Learning Center South Lake Campus Distance 18 Library LSSC Libraries New Directions Program LSSC New Directions Program SOAR New Student Orientation Program Student Accounts/Cashier LSSC New Student Orientation Program - SOAR LSSC Student Payment Center Student Activities Student Life at LSSC limited Student Clubs & Organizations Students with Disabilities testing lab Clubs and Organizations at LSSC LSSC Office for Students with Disabilities limited Testing Lab LSSC Placement Testing limited Tutoring LSSC Student Learning Center Veteran s Services & Veteran s Lounge LSSC Academic Advising Table identifies the student services personnel by areas of responsibility. These departments and individuals are crucial to student success and support. Table Responsibilities and Credentials of Support Service Professionals Position Employee Degree College / University Vice President, Enrollment and Student Affairs Admissions & Records Dr. Mary Ann Searle B.S. M.S. Ed.D Registrar Alba Rodriguez B.S. M.P.A. Career Development Services Assistant Director, Career Development Services Student Development University of Wisconsin University of Wisconsin Indiana University Savannah State Savannah State Odalys Simmons B.S. Florida State University Director Student Development Claire Brady B.A. M.A. Senior Manager, Student Affairs (South Lake) Manager, Enrollment & Student Affairs (Sumter) Office for Students with Disabilities Assistant Director, Office for Student with Disabilities Academic Advising Carolyn Scott A.S. B.S M.A. Michigan State University Michigan State University Becker College Rivier College River College Kelly Hickman B.S. Embry-Riddle Aeronautical University, Fl. Raelynn Poole B.S. M.S. Grand Valley State University Eastern Kentucky University Page 84

86 Table Responsibilities and Credentials of Support Service Professionals Position Employee Degree College / University Academic Advisor Dr. William Kennedy B.A. M.A. PhD Stetson University Stetson University University of Florida Academic Advisor M. Carolyn Fonville B.S. Harding University Academic Advisor Dr. Nancie Bourne B.A. M.Ed Ed.D St Leo University Mankina Polytechnic National Teacher s College Academic Advisor Caitlin Moore B.A. Binghamton University Academic Advisor G. Scott Pennington A.S. B.A. Academic Advisor Jennifer Manson B.S. M.Ed. Academic Advisor Debra Gloss B.A. M.Ed. Academic Advisor Francine Costa A.A. B.A. M.B.A. Financial Aid & Scholarships Director, Financial Aid Audrey Williams A.A. B.A. M.A. Assistant Director, Financial Aid Executive Director, LSSC Foundation Academic Support Centers Donna MacDonald Rosanne Brandeburg A.A. B.A. B.S. M.B.A. Director, Library Services Denise English A.A. B.A. M.Ln. Director, Learning Centers Marion Kane B.A. M.A. Manager, Learning Center/ Testing Student Life Support Bernadine Hebrock B.A. M.P.A. LSCC St Leo University Ashland University Kent State University University of South Florida University of West Florida LSCC Saint Leo University Saint Leo University LSCC University of Central Florida University of Central Florida LSCC St. Leo University University of Florida Nova University Indian River C.C. Florida Atlantic University Emory University Rutgers University Clemson University Ohio State University University of Toledo Assistant Director, Student Life Cynthia Lackey B.S. Florida Southern College Manager, Student Life South Lake Safety and Security Senior Vice President, Business Affairs Executive Director, College Facilities Linda Karp Richard Scott Don Ball B.S. M.S. B.A. M.S. A.S. A.S. B.A. M.B.A. Troy University Troy University Quincy University Western Illinois University ITT Technical Institute C.C. of the Air Force Warner Southern College St. Leo University At the nursing program level, a targeted approach is used to support students. When new students attend the mandatory program orientation just prior to their first semester, each student must complete the VARK Learning Styles Questionnaire. Results of the questionnaire are made available to both students and faculty, and are used in academic advising when students are experiencing academic difficulty. Specific VARK strategies are suggested to students based on Page 85

87 their stated learning preferences as well as study habits, stress management, and other skills to increase success. Nursing students are strongly encouraged to participate in student study groups and are given assignments and projects that require them to work in learning communities. In the first year of the program, collaborative testing is used to increase test-taking skills and critical thinking in NCLE-style exams. Following each course examination, students are randomly assigned to a small group and have the opportunity to discuss specific questions, decide upon a group response to the exam, and possibly earn two additional points on their individual test scores based upon their group score. When students either fail an examination or have a score within two points of a failing grade, they are requested to make an appointment with the instructor to individually review the test and their test preparation methods. Students who continue to show poor results receive continued counseling and additional study support. In addition to counseling, the nursing program has acquired many Elsevier digital support products such as case studies, practice tests, patient reviews, SimChart, and Adaptive Quizzing. Faculty work with students to coach in their use and in some cases actually assign quizzes or case studies to help strengthen test taking and critical thinking skills. The HESI testing product is used in all didactic courses, with the exception of Management of Care I and II, as a comprehensive final exam. To support student success, students are assigned a faculty mentor at the beginning of their first semester. The faculty mentor is available to advise students throughout the two year program on educational or vocational situations. Faculty mentors may also make referrals at the student s request to the college s Student Assistance Program. One faculty position in the nursing program is designated as a student success coordinator. This individual actively works with faculty and students either individually or in small groups. The success coordinator also provides individualized study tips and academic assistance, oversees the HESI testing results and provides reports to faculty and administrators regarding student trends and areas of concern. The coordinator also functions as a mentor and manages action plans for students who have been re-admitted to the program. The college provides a wide variety of services to support student success. To evaluate the quality of these services, students are surveyed on a variety of college-wide support services. Table shows the results of student surveys for the past three years. These surveys are conducted just prior to graduation as the students are completing their last course. Table Student Evaluation of Usefulness of College and Nursing Program Support Services LSSC Student Support 2012 Graduates (n=86) 2013 Graduates (n=82) Learning Center: The learning center met my needs Library: The library met my learning needs Financial Aid: The financial aids office treated me respectfully Graduates (n=61) Page 86

88 Table Student Evaluation of Usefulness of College and Nursing Program Support Services LSSC Student Support Computer Labs / IT Services: Computer labs and IT services met my technology needs Admissions / Registrar: Admissions and Registrar s office met my needs Graduates (n=86) 2013 Graduates (n=82) Bookstore: The bookstore met my needs Faculty Members: The faculty members were available and offered appropriate support in the pursuit of your education Graduates (n=61) Source: End of Nursing Program Survey Data. Evaluated on 4 point scale. 4 = Strongly Agree, 1 = Strongly Disagree CRITERION 3.5 Student educational records are in compliance with policies of the governing organization and state and federal guidelines. Compliance with Title IV Regulations, FERPA, ADA, and Other Federal and State Guidelines and Regulations LSSC adheres to rigorous procedures to safeguard student records, including protecting student confidentiality and backing up student data. The College Admissions and Records Office maintain information in its files that is considered essential and appropriate to college operation and student welfare. Each student s permanent academic record is maintained electronically as part of the student record database. In addition, the College Admissions and Records Office maintains files that include admission application, high school transcript or GED report, transcripts from post-secondary institutions, registration related forms, petitions for course substitutions, evaluations to determine the award of credit, and requests for records. Equity and Title I Grievances The college president is the Chief Equity Officer for LSSC. To enhance effective monitoring and implementation of affirmative action, the president has appointed an equity officer to oversee the Office of Equity and Diversity (OED). The OED monitors the college s compliance with federal, state and institutional policy guidelines that promote a non-discriminatory and harassment-free environment, including the investigation of complaints of discrimination or harassment, and monitoring compliance with affirmative action initiatives. LSSC Administrative Procedure 2-07 details the grievance process for concerns related to equity and Title I. Students are informed of the college s equity statement in the LSSC Catalog and Student Handbook. Grievances are submitted in writing to the OED using the Equity Issue Report and Request for Appointment Form. Inquiries concerning implementing regulations for Title I may also be referred to the federal Office of Civil Rights. Page 87

89 Family Educational Rights and Privacy Act (FERPA) LSSC maintains certain practices and procedures to assure compliance with the Family Educational Rights and Privacy Act (FERPA). This law affords the following rights with respect to student educational records: 1. The right to inspect and review the student s educational records within 45 days of the date the college receives a request for access. Students should submit to the Admissions and Records Office a written request that identifies the record(s) to be inspected. The registrar or designee will make arrangements for access and notify the student of the time and place where the records may be inspected. If the records are not maintained by the Admissions and Records Office, the registrar shall work with the office that maintains the record and coordinate the student's request. 2. The right to request an amendment of the student s educational records that the student believes are inaccurate or misleading. The student must write to the college official responsible for the record, clearly identifying the part of the record he or she wants changed, and specifying why it is inaccurate or misleading. If the college decides not to amend the record as requested by the student, the college will notify the student of the decision and advise the student of his or her right to appeal administrative decisions (LSSC Administrative Procedure 4-14). 3. The right to consent to disclosures of personally identifiable information contained in the student s educational records, except to the extent that FERPA authorizes disclosure without consent. One exception that permits disclosure without consent is disclosure to school officials with legitimate educational interests. A school official is defined as a person employed by the college in an administrative supervisory, academic or support staff position (including, a law enforcement unit); a person or company with whom the college has contracted (such as an attorney, auditor or collection agent); a person serving on the Board of Trustees; or a person assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an educational record in order to fulfill his or her professional responsibility. Upon request, the College discloses educational records without consent to officials of another school in which a student seeks or intends to enroll and to the Florida Department of Education to comply with state-reporting requirements. 4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by the college to comply with the requirements of FERPA. The name and address of the office that administers FERPA is the Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue S.W., Washington, DC Compliance with the Americans with Disabilities Act (ADA) Title II of the Americans with Disabilities Act of 1990 (ADA), the ADA Amendments Act of 2008 (ADAAA), and Section 504 of the Rehabilitation Act of 1973, provide protection for students with disabilities from discrimination that may occur due to misconceptions, attitudinal barriers, and/or failure to provide appropriate accommodations, services, or auxiliary aids. LSSC Board Rule Page 88

90 4.08, Administrative Procedures PRO 4-16 and Administrative Procedures PRO 4-18 address disability services at LSSC and to maintain compliance with state and federal laws. LSSC STUDENT RECORDS RETENTION GUIDELINES Authorization for Released Student Information If a student wishes to have any personally identifiable information regarding their educational record released, an Authorization for Release of Student Information Form must be completed by the student. This form is available in the Admissions and Records Office/Enrollment Services at any campus. Student Administrative Appeals Committee Record Retention The Vice President for Enrollment and Student Affairs is responsible for maintaining all records of the Student Administrative Appeals Committee and for providing the required logistical support for the committee. The records for each grievance will be maintained for a period of four years after the final recommendation has been rendered. All original documentation, including paper and electronic records related to the grievance, shall be maintained in the designated grievance file by the Vice President of Enrollment and Student Affairs, and may be released only in accordance with the requirements of Florida law. Equity and Title I Grievance Record Retention All original documentation, including paper and electronic records, related to complaints and the investigation of discrimination or harassment are maintained in a locked file cabinet in the Office of Equity and Diversity for a minimum of five years after settlement of a complaint and may be released in accordance with state and federal laws. Administrative Appeal Requests Record Retention The Director of Student Development is responsible for maintaining all records of student appeal requests. The records for each appeal request will be maintained for a period of four years after the final recommendation has been rendered. All original documentation, including paper and electronic records related to the appeal request, shall be maintained in the designated appeal request file by the Director of Student Development, and may be released only in accordance with the requirements of Florida law. Student Disciplinary Action Record Retention Disciplinary records are maintained in the office of the Director of Student Development for a period of six years after the final decision has been rendered. All original documentation, including paper and electronic records related to the student conduct hearing shall be Page 89

91 maintained in the designated grievance file by the Director of Student Development, and may be released in accordance with the requirements of state and federal law. Grade Grievance Appeal Record Retention Grade grievance appeal records are maintained in the office of the Dean of General Education and Transfer Programs for a period of five years after the final decision has been rendered. All original documentation, including paper and electronic records related to the appeal is maintained in the designated file by the Dean of General Education and Transfer Programs, and may be released in accordance with the requirements of state and federal law. The LSSC Administrative Procedure Manual details an overview of all student services provided at the college. Those procedures specifically related to Grievance and Disciplinary action are referenced in Table Table Relevant LSSC Grievance and Disciplinary Administrative Procedures LSSC Administrative Procedures Discrimination/Harassment/Sexual Harassment Grievance for Employees, Students or Third Parties Student Grievance Procedure Student Disciplinary Procedure Disability Services Procedure Modification/Substitution of Admission and Graduation Requirements Students with Disabilities Nursing Program Student Records Retention Guidelines Administrative Procedure location PRO 2-07 Administrative Procedure Manual PRO 4-14 Administrative Procedure Manual PRO 4-15 Administrative Procedure Manual PRO 4-16 Administrative Procedure Manual PRO 4-18 Administrative Procedure Manual Because the nursing program is a limited access program, select nursing student documents are maintained in the nursing department. The nursing department maintains the integrity of student records, ensuring compliance with the Family Educational Rights and Privacy Act (FERPA). In addition, hard copy background check data are securely stored in compliance with the Volunteer & Employee Criminal History System (VECHS) at the Florida Department of Law Enforcement (FDLE). The nursing program is in compliance with all college policies and procedures related to student privacy and the storage of personal files. Examples of the types of documents stored are listed in Table File and electronic copies of the locally stored student records are available for review. Table Locally Stored Nursing Program Student Records Pre-Admission Advising Form HESI Score Application Packet Communications Selection Letter Post Admission Background check report/waiver VARK Learning Style Orientation forms Select other documents maintained and stored by Certification Background services Page 90

92 CRITERION 3.6 Compliance with Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained, including default rates and the results of financial or compliance audits. LSSC has an agreement with the United States Department of Education Federal Student Aid School Eligibility Channel with continued participation in any Title IV, HEA Program. This agreement was signed by the Secretary of Education and the president of the college and is in effect until December 31, The scope of the coverage includes a variety of financial aid programs that are available to eligible students attending LSSC. The college maintains full compliance with the general terms and conditions of this agreement. These programs offer financial assistance in the form of grant aid, loans and work study assistance. The scope of each type of financial assistance program is described on the LSSC Student Financial Aid section of the college s website. Student default rates are presented in criterion below. CRITERION A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders are available. The Director of Financial Aid oversees financial assistance. LSSC students, upon application for a student loan, receive counseling through the Federal Student Aid website about their rights and responsibilities. Before their loan is processed, students are required to print confirmation that they have completed entrance counseling and submit it to the financial aid office. Once a student is no longer enrolled in at least six hours of course work, they are sent an exit packet with information regarding repayment of their student loan and directed to access the Department of Education Federal Student Aid website to complete their exit counseling. These responsibilities are reiterated during the exit counseling session where they again receive detailed information regarding their obligations for repayment of their student loan. Deferment and forbearance are also explained as options to prevent default of their student loan. They are informed that questions regarding their rights and responsibilities should be addressed to the school administrator or the Department of Education. Borrower rights and responsibilities and entrance and exit information are available at the sites noted above. CRITERION Students are informed of their ethical responsibilities regarding financial assistance. Page 91

93 Financial counseling sessions are scheduled with individual student borrowers once they reach a certain loan debt threshold. The counseling session includes, but is not limited to, dialogue regarding debt management strategies, student loan repayment options, loan repayment calculation, and the student s ethical responsibility to repay their loans. Nursing students are tutored in ethics throughout the program and learn to embrace ethical responsibility as part of their professional code of practice. Information given to students regarding their borrower rights and responsibilities and entrance and exit counseling is available on the Financial Aid section of the LSSC website. Confirmation of entrance counseling for individual student borrowers and exit counseling notification is available in the college s Financial Aid Department. CRITERION Financial aid records are maintained in compliance with policies of the governing organization, state, and federal guidelines. The LSSC Financial Aid Office s departmental procedural manual includes policies and procedures regarding processing of student loans as defined by the U.S. Department of Education. Copies of student loan applications, entrance and exit counseling information and two-year cohort default rate history are maintained in the Financial Aid Office. Table provides data showing the college s default rate history for years Nursing program data are aggregated with college data. Table Default Rate History Fiscal Year Cohort Rate Type Program Type Numerator Denominator Rate Process Date 2008 Official FFEL* /31/ Official FFEL /30/ Official DIRECT** /31/ Official DIRECT /27/2013 * FFEL: The Federal Family Education Loan Program ** DIRECT: Direct loans, the William D. Ford Federal Direct Loan Program CRITERION 3.7 Records reflect that program complaints and grievances receive due process and include evidence of resolution. Addressing Student Complaints, Grievances and Appeals LSSC has established procedures for addressing written student complaints and is responsible for demonstrating that it follows those procedures when resolving student complaints and grievances. The established procedures and the definitions of a student complaint, grievance, and appeal, are provided in the LSSC Administrative Procedures Manual PRO 4-14 and PRO The LSSC Catalog and Student Handbook includes a Resolution of Student Page 92

94 Complaints/Grievances chart that informs students which college office and administrator is responsible for resolving various types of student concerns. Nursing program students are informed of the grievance process in the Associate Degree Nursing Student Policy Handbook (page 10). In all college programs, students have the following rights: 1. To access appropriate college facilities and resources as necessary to enhance their academic and learning experience; 2. To communicate ideas in written and oral form without disruption to the regular operations of the institution and in accordance with local, state, and federal regulations; 3. To critically think and effectively communicate their opinions and views in any course of study and to be protected against prejudicial or capricious academic evaluation; 4. To participate in programs, services, and activities in a supportive, learning-centered environment to enhance their academic, social, and personal development; 5. To participate in and be represented on appropriate college committees in accordance with the shared governance system of the institution; 6. To access academic and administrative policies and procedures for addressing and resolving student complaints, grievances, and appeals (PRO 4-14 and PRO 4-15); and 7. To view their official records as defined by the Family Educational Rights and Privacy Act (FERPA). Student Grievance Procedure Lake-Sumter State College is committed to ensuring that all students receive access to a fair, equitable and timely grievance resolution process without retaliation. LSSC maintains pathways for students to pursue complaints, grievances and appeals. To provide these pathways, the college maintains a responsive system designed to address and resolve student complaints. The student grievance resolution process includes the following: 1. Complaints: An informal claim raised by a student alleging improper, unfair, arbitrary, or discriminatory treatment involving the application of a specific rule or procedure. 2. Grievances: A written claim by a student alleging improper, unfair, arbitrary, or discriminatory action involving the application of a specific board rule or procedure. 3. Appeals: A formal written request for reconsideration of an application of a rule or procedure due to serious circumstances beyond the student s control. The college has adopted a student complaint process to ensure that all students receive access to a fair, equitable and timely grievance process. Students are encouraged to use available means such as s, individual conversations and phone conversations in the resolution of a complaint prior to filing a formal grievance. If the matter cannot be resolved through the process as shown in the LSSC Resolution of Student Complaints/Grievances, the student may elect to proceed through a formal grievance process. As outlined in LSSC Administrative Procedures Manual PRO 4-14, students have the right to appeal administrative decisions. The following operational areas potentially involve the filing of written student complaints as associated with college policies, procedures, actions or appeals: Student records, student disciplinary action, administrative appeals, student administrative appeals committee, and grade grievances. Page 93

95 Administrative Appeals LSSC permits four types of written administrative appeal requests including student requests for late withdrawal, administrative drop/refund, a waiver to avoid the full cost of instruction of a third attempt, and a request for a fourth attempt of a course. Students submit appeal requests through the Director of Student Development as described in the LSSC Administrative Procedure Manual PRO 4-07, PRO Students are also informed of their right to submit appeal requests in the LSSC Catalog and Student Handbook pages Student Administrative Appeals Committee Process Students who are unable to resolve their complaints, through means such as , phone, or personal interaction may file a written grievance with the Student Administrative Appeals Committee, chaired by the Assistant Vice President for Student Affairs or designee. The committee will review the request and determine whether or not there is sufficient justification to proceed with a formal hearing. If justification is not found, the chair will notify the student within five business days. If justification is found, the chair will move forward with a formal hearing within established college guidelines as outlined in LSSC Administrative Procedures Manual PRO The committee's decision is final and not subject to further review. Appeals must be based on substantive or procedural errors that are allegedly or believed to have occurred during the process or if new evidence not presented at the hearing is discovered. These errors should be addressed in the written appeal and are described as follows: 1. Procedural errors: when the published procedures were not followed and the error(s) egregiously violated the student s, clubs, or organization s rights. 2. Substantive errors: when the evidence presented at the hearing was not sufficient to justify the decision reached or if the sanction(s) imposed is (are) unreasonably harsh based upon the circumstances of the case and the prior record of the student. 3. New evidence: when information, existing at the time of the hearing, was not available or known to exist at the time of the hearing. Grade Grievance Procedure While the college has systematic processes for evaluating a wide variety of grievances, one common grievance by students relates to grades. The LSSC Administrative Procedure Manual PRO 3-07 outlines the college s grade grievance procedures. Students are informed of the grade grievance procedure in the LSSC Catalog and Student Handbook (page 19). Grades issued by members of the college faculty can be appealed only if the grade is alleged to be arbitrary and capricious. Arbitrary and capricious grading is defined as follows: 1. The assignment of a course grade to a student on some basis other than performance in a course. 2. The assignment of a course grade to a student by resorting to unreasonable standards different from those that were applied to other students in that same course. Page 94

96 3. The assignment of a course grade by a substantial, unreasonable, and unannounced departure from the faculty member s previously published standards. The appeal of a grade must be made to the faculty member who issued the grade no later than the last day of the full semester that follows the semester in which the grade was given. This policy would apply to the final course grades. If the faculty member who issued the grade is no longer employed at the college, the appeal may be made to the faculty member's department chair. If the student is not satisfied with the disposition of the complaint after dealing with the faculty member, the student may appeal to the department chair supervising that faculty member. This appeal must be in writing and contain a full description of the issues and include any documentation needed to facilitate an analysis of the situation. Appeals to the department chair must be submitted within 10 business days from the time the student receives a disposition from the faculty member. Further appeals to the respective dean or eventually to the Senior Vice President for Academic Affairs are possible. The vice-president s decision is final in all cases of grade appeal. Nursing Department Grievance Process Regardless of grievance type, the nursing department s grievance process is the same as the college s. As described in the Associate Degree Nursing Student Policy Handbook (page 10) the program places high regard on respectful behavior and professional demeanor. It is expected that students who experience difficulty will first attempt resolution at the level where the difficulty or misunderstanding exists. If the problem persists after addressing the issue with the person (s) involved, the student is provided an opportunity to seek a more formal resolution. The handbook clearly delineates the steps for addressing a grievance, which are in line with college policies and procedures. A copy of the student policy handbook and the grievance procedure are available for review in the document display room. During the past three years, only three students have filed a formal grievance. Table shows the three grievances and the tracking form used to report student grievances. Note that none of these grievances escalated into formal grievances that moved beyond the nursing program. Table Example Form for Filing Due Process of Program Complaints and Grievances Date Student s Name 2012 (name withheld) 2012 (name withheld) 2014 (name withheld) Description of Issue Unsafe clinical practice HIPAA violation Examination grade issue Informal Complaint Filed Informal complaint filed Informal complaint filed Informal complaint filed Outcome Dismissal from the nursing program Dismissal from the nursing program Permitted to repeat test with point penalty Formal Grievance Filed None None None Outcome Formal Appeal Filed Outcome Page 95

97 CRITERION 3.8 Orientation to technology is provided, and technological support is available to students. Basic technology assistance is provided to all students through the college s Information Technology Helpdesk. Helpdesk staff answers inquiries and resolves problems regarding student access to , online registration, online courses and other college resources. New students are given a guide at New Student Orientation that walks them through some of the technical services provided by the college. Technical help is easily accessible for all students attending the college: Students may access online help about online courses and college services from the IT help desk instruction page. The phone number for the student Help Desk is listed on the web page. Student support for using Lakehawk is available on the Lakehawk website. The web page contains quick links for first time users and frequently asked questions. Also listed are the days and hours that phone support is available. Student support for elearning via Blackboard, the library, and virtual tutoring through the Learning Center may be accessed through the LSSC elearning Student Support web page. According to the help desk report from January 1, 2014 until the time of this publication, 1,439 students requested technological assistance for a wide variety of topics. There were 1,101 student requests during The college offers a wide variety of distance learning and technology enhanced courses from which students may choose. These include fully online courses, where 100% of the course is delivered online; hybrid courses, where instruction is delivered via a blend of electronic and face-to-face instruction; and technology enhanced courses that use the Blackboard frame to provide testing, course communication, and a central location to post course content. Blackboard s Collaborate web-conferencing service is used to deliver academic and student services support to online students. Students receive support for these services from both the college s help desk and distance learning teams. As previously discussed in Section 1, the nursing program currently offers only hybrid and technology enhanced courses. All nursing program students are encouraged to use the LSSC libraries at each of the college campuses. The libraries provide an extensive collection of online resources including e-books, online reference sources, and databases of magazine, journal and newspaper articles. The libraries website provides detailed information on how to get help in person, by phone and online, with links to LibAnswers, the libraries chat and reference service. After library hours, students can contact the statewide Ask-A Librarian service which provides online chat, texting, and reference service for all Floridians. Page 96

98 Nursing students are oriented to technology available in the libraries and learning centers during their orientation to the program. The nursing program also provides multiple Elsevier electronic products including HESI testing; case studies; practice quizzes; the Simulation Learning System, including simulation cases and reviews for the skills laboratory; SimChart, the simulated electronic health record system; and the Adaptive Quizzing product that permits both student generated and faculty generated quizzing around a wide variety of nursing topics. Elsevier provides around-the-clock support to nursing students. An Elsevier-Evolve representative provides orientation to all aspects of this package at the beginning of the fall semester and tech support is available to students who encounter difficulties. CRITERION 3.9 Information related to technology requirements and policies specific to distance education are accurate, clear, consistent, and accessible. LSSC is a learning-centered institution with a commitment to quality education in all modes of delivery. The college offers various online delivery modes: technology-enhanced, hybrid, and fully online instruction. As discussed in Section 1, the nursing program has no totally online courses. LSSC uses the Blackboard Learn 9.1 learning management system (LMS) for all three delivery modes. Blackboard allows students instant access to grades and course materials, as well as ongoing academic discussion with peers. Within Blackboard, many LSSC instructors choose to use publisher-based, interactive materials, such as Elsevier to enhance their courses. Student-related technology requirements are detailed in the LSSC Catalog and Student Handbook, the nursing program s Associate Degree Nursing Student Policy Handbook, and individual course syllabi. The college s hardware and service platforms are more than adequate to serve students and to accommodate an expansion of technology-related education offerings. LSSC provides adequate funding for faculty, staff, services, and technological infrastructure to support distance education. The elearning department is a self-supporting unit within the Division of Academic Affairs and maintains a budget that supports funding for elearning staff, technology hardware, software, and support services for faculty and students. The primary funding source for distance education comes from distance learning fees which are authorized by Florida Statute The college also has a procedure that provides funding for an annual technology refresh across all campuses to ensure that students and faculty have access to the latest hardware and software. College policies specific to online resources and education are clear, accurate, and consistent with elearning Department requirements and accessible at the locations listed above. Page 97

99 Standard 4 Curriculum The curriculum supports the achievement of the identified student learning outcomes and program outcomes of the nursing education unit consistent with safe practice in contemporary healthcare environments. CRITERION 4.1 The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning outcomes and program outcomes consistent with contemporary practice. The nursing program s organizing structure is based on the Client Needs Framework. This framework provides a universal structure for nursing actions to clients throughout the life span and supports the nursing program s mission, vision, and philosophy. The framework pillars include the four client needs categories of safe effective care environment, health promotion and maintenance, psychosocial integrity, and physiological integrity. These also correspond with the NCLE-RN 2013 Test Plan. The nursing program student learning outcomes and course outcomes reflect the components and competencies identified as professional behaviors, communication, assessment, clinical decision making, nursing interventions, teaching and learning, collaboration, and care management. These outcomes are achieved through a student-centered learning environment that values mutual respect, diversity, community engagement, and a wide variety of teaching methods. The core values of the college and nursing program reflect the importance of fostering excellence and engaging students in a supportive learning environment. The curriculum framework draws from the National League for Nursing Educational Competencies for Graduates of Associate Degree Nursing Programs 19 and incorporates the core components and competencies identified as essential to the practice of nursing. The professional standards and competencies are integrated throughout the curriculum and are reflected in the end of program student learning outcomes. Table depicts congruence among the nursing program student learning outcomes, the client needs curriculum framework and standards and competencies identified by ANA, QSEN, NLN, and the Joint Commission s 2014 National Patient Safety Goals (further described in Criterion 4). 19 National League for Nursing. (2010). Outcomes and Competencies for Graduates of Practical/Vocational, Diploma, Associate Degree, Baccalaureate, Master s, Practice Decorate, and Research Doctorate Programs in Nursing. Author. New York, NY. Page 98

100 Table LSSC Nursing Program Student Learning Outcomes 1. Interact appropriately through verbal, nonverbal, and written communication with patients, families, and members of the health care team 2. Coordinate and collaborate with the interdisciplinary healthcare team to Congruence of Nursing Program Student Learning Outcomes with Select Professional Standards and Competencies Client Needs Categories 20 Psychosocial Integrity (therapeutic communication): The nurse provides and directs nursing care that promotes and supports the emotional, mental and social wellbeing of the client experiencing stressful events, as well as clients with acute or chronic mental illness Integrated Processes (communication & documentation): Verbal and nonverbal interactions between the nurse, the client, the client s significant others and the other members of the health care team Safe and Effective Care Environment (Management of Care);: Providing and directing nursing care that American Nurses Association Standards of Practice (2010) 21 Standard 11 Communication: The registered nurse communicates effectively in a variety of formats in all areas of practice Standards 1-6 Nursing Process: Assessment, diagnosis, identification, planning, implementation, Quality and Safety Education for Nurses (QSEN) 22 Teamwork and Collaboration: Function effectively within nursing and interprofessional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care Informatics: Use information and technology to communicate, manage knowledge, mitigate error, and support decision making Teamwork and collaboration: Function effectively within nursing and interprofessional teams, National League for Nursing Outcomes and Competencies (Integrative Concepts and Core Values) 23 Teamwork: Reflecting purpose, goals, leadership, regular patterns of communication, cohesion, and mutual respect among members Context & environment: The conditions or social system within which the organizations members act to achieve specific goals Relationship-centered care Quality and safety Relationship-centered care Context & environment: The conditions or social The Joint Commission s Patient Safety Goals (2014) 24 Communication: Getting important information and test results to the right staff person on time Communication: Getting important information and test NCLE-RN Client Needs Categories American Nurses Association (2010). Standards of Professional Nursing Practice. Association. Silver Springs, Maryland.; 22 Quality and Safety Education for Nurses (QSEN) National League for Nursing (2010). Outcomes and Competencies for Graduates of Practical/Vocational, Diploma, Associate Degree, Baccalaureate, Master s, Practice Doctorate, and Research Decorate in Programs in Nursing. Author,.New York, New York. 24 The Joint Commission (2014). National Patient Safety Goals. Page 99

101 Table LSSC Nursing Program Student Learning Outcomes assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients' psychosocial and physiological needs. Congruence of Nursing Program Student Learning Outcomes with Select Professional Standards and Competencies Client Needs Categories 20 enhances the care delivery setting to protect clients and health care professionals. Health Promotion and Maintenance: The nurse provides and directs nursing care of the client that incorporates the knowledge of expected growth and development principles; prevention and/or early detection of health problems, and strategies to achieve optimal health. Safe and Effective Care Environment (safety and infection control): Protecting clients and health care personnel from health and environmental hazards. American Nurses Association Standards of Practice (2010) 21 including 5-A coordination of care and 5-B health teaching and health promotion, and evaluation Standard 13 Collaboration: The nurse collaborates with the health care consumer, family, and others in the conduct of nursing practice. Standard 5 Implementation: The registered nurse implements the identified plan Standard 10 Quality of Practice: The registered nurse contribute to quality nursing practice. Quality and Safety Education for Nurses (QSEN) 22 fostering open communication, mutual respect, and shared decision-making to achieve quality patient care. Safety: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance. Patient-Centered Care: Recognize the patient or designee as the source of control and full partner in providing National League for Nursing Outcomes and Competencies (Integrative Concepts and Core Values) 23 system within which the organizations members act to achieve specific goals. Teamwork: Reflecting purpose, goals, leadership, regular patterns of communication, cohesion, and mutual respect among members Nursing judgment: Making judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. Quality & safety: The degree to which health care services are 1) provided in a way consistent with current professional knowledge; 2) minimize the risk of harm to individuals, populations, and providers; 3) increase the likelihood of desired health outcomes; and 4) The Joint Commission s Patient Safety Goals (2014) 24 results to the right staff person on time. Identify patients correctly: Using at least two ways to identify patients. Use medicines safely: Label medications, taking care with patients taking medications to think thin blood. Page 100

102 Table LSSC Nursing Program Student Learning Outcomes Congruence of Nursing Program Student Learning Outcomes with Select Professional Standards and Competencies Client Needs Categories 20 American Nurses Association Standards of Practice (2010) 21 Quality and Safety Education for Nurses (QSEN) 22 compassionate and coordinated care based on respect for patient s preferences, values, and needs. National League for Nursing Outcomes and Competencies (Integrative Concepts and Core Values) 23 are operationalized from an individual, unit, and systems perspective. Context & environment: The conditions or social system within which the organizations members act to achieve specific goals. Excellence Knowledge & science Nursing judgment: Making judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. The Joint Commission s Patient Safety Goals (2014) 24 Use alarms safely: Making improvements to ensure that alarms on medical equipment are heard and responded to on time. Prevent infection: Use hand cleaning guidelines from the Centers for Disease Control and Prevention. Use proven guidelines to prevent infections. Identify patient safety risks: Find out which patients are most likely to try to commit suicide. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. Safe and Effective Care Environment (Management of Careethics): Providing and directing nursing care that enhances the care delivery setting to protect clients and health care personnel. Standard 7- Ethics: The registered nurse practices ethically. Standards 1-5 Nursing Process: Assessment, diagnosis, identification, planning, Patient-Centered Care: Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient s Caring Diversity Ethics Patient centeredness Human flourishing Holism Page 101

103 Table LSSC Nursing Program Student Learning Outcomes Congruence of Nursing Program Student Learning Outcomes with Select Professional Standards and Competencies Client Needs Categories 20 Psychosocial Integrity (cultural awareness): The nurse provides and directs nursing care that promotes and supports the emotional, mental and social well-being of the client experiencing stressful events, as well as clients with acute or chronic mental illness. American Nurses Association Standards of Practice (2010) 21 implementation, and evaluation. Quality and Safety Education for Nurses (QSEN) 22 preferences, values, and needs. National League for Nursing Outcomes and Competencies (Integrative Concepts and Core Values) 23 Integrity The Joint Commission s Patient Safety Goals (2014) Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice. Physiological Integrity (evidenced based nursing practice): tte nurse promotes physical health and wellness by providing care and comfort, reducing client risk potential and managing health alterations. Standard 2- Diagnosis: The registered nurse analyzes the assessment data to determine the diagnosis or the issues. Standard 4- Planning: The registered nurse develops a plan that prescribes strategies and alternatives to attain expected outcomes. Evidence-based Practice: Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health. Knowledge & Science Nursing judgment: Making judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. Professional identity Spirit of inquiry Identify patient safety risks: Fnd out which patients are most likely to try to commit suicide. Standard 9- Evidence Based Practice: The registered nurse integrates evidence and research findings into practice. Excellence Page 102

104 Table LSSC Nursing Program Student Learning Outcomes Congruence of Nursing Program Student Learning Outcomes with Select Professional Standards and Competencies Client Needs Categories 20 American Nurses Association Standards of Practice (2010) 21 Quality and Safety Education for Nurses (QSEN) 22 National League for Nursing Outcomes and Competencies (Integrative Concepts and Core Values) 23 The Joint Commission s Patient Safety Goals (2014) 24 Standard 10 - Quality of Practice: The registered nurse contributes to quality of nursing practice. 6. Implement client/family centered teaching plans that promote self-care and optimal health. Integrated Processes (Teaching/Learning):Fa cilitation of the acquisition of knowledge, skills and attitudes promoting a change in behavior. Health Promotion and Maintenance: The nurse provides direct nursing care of the client that incorporates the knowledge of expected growth and development principles; prevention and/or early detection of health problems, and strategies to achieve optimal health. Standard 5A- Coordination of Care: The registered nurse coordinates care delivery. Patient Centered Care: Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient s preferences, values, and needs. Patient centeredness Human flourishing Holism Use medicines safely: label medications, taking care with patients taking medications to think thin blood. Page 103

105 CRITERION 4.2 The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress. Program and course student learning outcomes direct the organization of content delivered throughout the curriculum. The courses in each semester are progressive, leveled and patterned to culminate in the achievement of student learning program outcomes. The general and bridge tracks are configured differently. The general track consists of four semesters that move students from simple foundational concepts to more complex concepts. The course level student learning outcomes guide the course objectives, delivery of instruction, learning activities, and evaluation strategies. Table shows the progression of courses and a description of each. The curriculum builds from foundations through the clinical practicum which ultimately evaluates achievement of the nursing student learning program outcomes. Table General Track Nursing Curriculum by Semester Course No Course Title and Description Credits Course Student Learning Outcomes FALL, YEAR 1 NUR 1022 NUR 1234 Nursing Foundations I This course introduces the student to the nursing process, pharmocotherapies, basic human needs, basic health assessment, cultural and psychosocial concerns, and concepts of patient protection related to safety and infection control. Alterations in Health I The student applies the nursing process and therapeutic communication to patients across the lifespan with behavioral health needs and alterations in musculoskeletal, sensory, and integumentary system functioning. It also addresses the unique needs of older adults Apply basic knowledge of the nursing process to safely assist clients in meeting their basic human needs and maintaining an optimal level of wellness. 2. Demonstrate knowledge of evidence based safety standards. 3. Identify how cultural diversity impacts client centered care. 4. Identify the client's basic physiologic, psychosocial, sociocultural, developmental, and spiritual needs. 1. Identify best practices in the care of clients with alterations in sensory, integumentary, musculoskeletal, as well as behavioral health problems. 2. Demonstrate appropriate therapeutic communication skills when interacting with clients across the lifespan. 3. Utilize the nursing process in the care of older adults with common health problems. 4. Identify the psychosocial and cultural influences on a client's health. Page 104

106 Table General Track Nursing Curriculum by Semester Course No Course Title and Description Credits Course Student Learning Outcomes NUR 1234L with common chronic health alteration. Clinical Nursing I This first clinical course weaves all theoretical coursework into an application of newly acquired basic nursing skills. NUR Management of Care I 1830 This first management of care course introduces the student to the professional role of the registered nurse as well as explores the legal and ethical issues inherent in patient care. The course also introduces the student to critical need for evidence-based practice in nursing. SPRING, YEAR Perform a basic health assessment on clients in acute care and behavioral health settings. 2. Provide evidence based client centered care using the nursing process. 3. Demonstrate communication skills and professional behaviors in the lab and clinical settings. 4. Demonstrate safety and competence in fundamental clinical nursing skills. 5. Demonstrate culturally sensitive, compassionate and ethical care to clients in behavioral health and acute care settings. 1. Identify the roles and functions of a registered nurse. 2. Demonstrate professional behaviors during interactive classroom activities. 3. Summarize research articles from professional nursing journals and their application to nursing practice. 4. Identify ethical and legal aspects related to nursing and health care practice. NUR 1023 NUR 1242 Nursing Foundations II This course introduces the student to the models of health and wellness, concepts of teaching and learning, community nursing, disaster preparedness, and endof-life care. Alterations in Health II This course focuses on nursing care of patients with alterations in hematological, immune, gastrointestinal, and hepatic functioning. Also included are concepts related to oncology and the care of the surgical patient Identify the roles of the Registered Nurse in a variety of community settings. 2. Develop a client centered teaching plan to promote self-care management and health. 3. Utilize the nursing process to identify the physiological and psychosocial needs of clients and their families at end of life. 4. Identify the standards for safe medication administration. 5. Explain the role of the nurse and the interdisciplinary team in disaster planning and response to mass casualty 1. Identify best practices in caring for and educating the client who is experiencing acute and chronic alterations in immune, gastrointestinal, hematologic, and hepatic function across the life span. 2. Utilize the nursing process to assess and select appropriate nursing care for clients with cancer and the surgical client. 3. Apply safe and effective clinical decision making skills in simulated laboratory activities related to specific course concepts. 4. Utilize the nursing process to identify appropriate nursing care for the client with pain. 5. Incorporate caring and cultural concepts in the care of clients. Page 105

107 Table General Track Nursing Curriculum by Semester Course No Course Title and Description Credits Course Student Learning Outcomes NUR 1242L NUR 1823 Clinical Nursing II In this clinical course, students apply what they have learned in their theory course to select medical/surgical patients in acute and community care settings, the operating room, and hospice. Management of Care II This second management of care course focuses on functioning as a member of the health care team. Basic concepts include delegation and supervision of patient care, theories of team nursing, leadership, workplace communication, prioritization of care, and quality improvement Perform nursing assessments and deliver appropriate care for assigned clients in the acute care and community setting. 2. Demonstrate clinical judgment, based on best practices, for making appropriate clinical decisions for 1 to 2 adult clients in the acute care setting. 3. Implement a basic health needs teaching plan for client/family. 4. Communicates with clients, families, and interdisciplinary team members to provide safe, effective client centered care. 5. Provide compassionate culturally sensitive care for clients in acute and community settings. 6. Demonstrate professional behaviors when caring for adult clients in acute and community settings. 7. Demonstrates knowledge of the nursing role in a mass disaster simulation exercise. 8. Demonstrates safety and competence in performing clinical nursing skills. 1. Identify various methods of leadership and supervision used by the Registered Nurse in the coordination and delivery of client care. 2. Apply communication strategies to facilitate problem solving and conflict management. 3. Describe components of safe, effective delegation and prioritization of care. 4. Apply principles of quality management to the role of the registered nurse in performance improvement. 5. Identify methods to efficiently manage resources in order to provide safe, effective client-centered care in an economic manner. FALL, YEAR 2 NUR 2220 Alterations in Health III This course focuses on patients with alterations in endocrine, renal, genitourinary, and gynecological functioning. Students learn to manage intravenous therapies and how to care for patients with acid-base and electrolyte imbalances Distinguish best practices in caring for and educating clients with acute and chronic alterations in renal, fluid and electrolyte, endocrine, genitourinary, and gynecological function across the lifespan. 2. Utilize teaching learning strategies to promote and maintain client health and to reduce risks for potential complications. 4. Utilize the nursing process to make evidence based clinical decisions related to physiological and psychosocial alterations in health. Page 106

108 Table General Track Nursing Curriculum by Semester Course No Course Title and Description Credits Course Student Learning Outcomes NUR 2463 NUR 2220L SPRING, YEAR 2 Maternal Child Health This course explores the care of the childbearing female through all stages of pregnancy, children from birth through adolescence, and families. Clinical Nursing III This clinical course integrates learning from theory courses and allows students to provide care for patients in acute and community hospitals that provides care for medical/surgical, childbearing, and pediatrics patients Applies best practices for the management of safe and effective nursing care for childbearing and pediatric clients and their families. 2. Determine the appropriate communication techniques in caring for childbearing women, children, and their families. 3. Incorporate cultural concepts in the care of diverse maternal and pediatric populations. 4. Discuss the importance of adapting client teaching to the educational and developmental level of the childbearing female and pediatric clients. 5. Discuss the psychosocial well-being of the childbearing woman, children and their families in adapting to change. 6. Differentiate the roles and functions of the interdisciplinary team members in maternal child settings. 7. Utilize research and other references for quality improvement in the care of childbearing women, children, and their families. 1. Integrate techniques of physical, psychosocial, spiritual, and developmental assessment for clients with alterations in health across the lifespan. 2. Formulate safe and appropriate clinical decisions for 2-4 adult or pediatric clients in a variety of settings using evidence based scientific knowledge. 3. Collaborates with client, family, and interdisciplinary teams to educate and provide safe, effective client centered care. 4. Demonstrate professional behaviors when caring for clients across the lifespan. 5. Design the client plan of care in the management of culturally diverse clients. 6. Choose appropriate strategies to promote optimal health, demonstrating early detection of risks for health problems and potential complications. NUR 2224 Alterations in Health IV This theory course focuses on alterations of the neurological, respiratory, and cardiovascular systems. The student is exposed to more complex concepts of critical care and multisystem dysfunction Identify best practices in caring for and educating the client who is experiencing acute, chronic, or multi system alterations in neurologic, cardiovascular and respiratory function. 2. Utilize research and other references for quality improvement to direct care of clients. 3. Identify effective teaching-learning strategies in clients and their families in order to reduce risks for potential complications and to promote physiological and psychosocial health. 4. Prioritize nursing interventions to assure safe, effective care of the client with multi-system health problems. 5. Coordinate the health care team to provide safe, effective culturally sensitive client centered care. Page 107

109 Table General Track Nursing Curriculum by Semester Course No Course Title and Description Credits Course Student Learning Outcomes NUR 2224L NUR 2810L Clinical Nursing IV This advanced clinical course requires that the student provide care for more complex medical/surgical patients in acute and critical care settings. Clinical Practicum This last clinical course focuses on the transition from student to practicing ADN nurse. Each student completes 135 hours of clinical practice under the guidance of a clinical preceptor and faculty member. The student learning outcomes for this course are the same as the nursing student learning program outcomes Analyze comprehensive health assessment data to direct optimal, safe, and effective client centered care. 2. Relate best practices to make appropriate decisions for 1-4 adult clients with complex and/or multi system health problems in acute and critical care settings. 3. Coordinates an interdisciplinary plan of care to ensure continuity within the health delivery system. 4. Integrate therapeutic communication skills when interacting with and educating clients and their families. 5. Personify behaviors exemplifying the standards of professional nursing practice. 6. Illustrate competency in the delivery of safe and effective client centered care. 7. Support caring and cultural sensitivity in the delivery of individualized nursing care. 1. Interact appropriately through verbal, nonverbal, and written communication with patients, families, and members of the health care team. 2. Coordinate and collaborate with the interdisciplinary healthcare team to assess patients provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients psychosocial and physiological needs. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice. 6. Implement client/family centered teaching plans that promote self-care and optimal health. Table reports the curriculum for the bridge track students who start their program in the summer term and attend for three consecutive semesters. This track allows Licensed Practical Nurses and paramedics to enter a Registered Nurse program designed specifically to meet their unique learning needs. The delivery of theory courses averages 70 percent face-to-face and 30 percent online interaction. There is no reduction in clinical time because of this revised curriculum. Bridge track students take the practicum course in spring term and graduate at the same time as the general track students. Page 108

110 Table Bridge Track Nursing Curriculum by Semester. Course No Course Title and Description Credits Course Student Learning Outcomes SUMMER, YEAR 1 NUR Nursing Transition 2003 This theory course prepares bridge students to utilize the nursing process, utilize evidence based research, and plan care for childbearing women, children, and adults as they develop the communication skills and behaviors of the RN. NUR 2003L Nursing Transition Clinical This clinical course introduces the bridge student to the functional and professional roles of the RN. In an acute care setting, students have the opportunity to apply the nursing process and assessment of client s basic needs. As the semester progresses, students review basic interventions and learn more complex interventions to assist patients in a variety of medical surgical, and maternal child health clinical settings. Clinical decisions focuses on health promotion as well as complex and acute conditions Apply all steps of the nursing process in planning culturally sensitive care for a variety of client needs across the lifespan. 2. Demonstrate critical thinking and the utilization of evidence based research to make clinical decisions related to adults. 3. Develop a client-centered teaching plan to promote self-care management and health. 4. Demonstrate therapeutic communication skills and professional caring behaviors. 5. Demonstrate the professional role of the registered nurse and it s collaborative role with other health care disciplines. 6. Develop critical thinking skills and utilize evidence based research to make clinical decisions related to childbearing women and children. 1. Identify best practices for the management of safe and effective nursing care of medical-surgical clients, childbearing women, children and their families. 2. Demonstrate the appropriate communication techniques in caring for medical-surgical clients, childbearing women, children and their families. 3. Incorporate cultural concepts in the care of diverse clients. 4. Utilize the nursing process when adapting client teaching based on educational and developmental level of clients. 5. Discuss the psychosocial well-being of hospitalized adults, childbearing women, children and their families in adapting to change. 6. Identify roles and functions of the interdisciplinary health care team in the acute care setting. 7. Utilize research and other references for quality improvement and evidence based practice in the care of medical-surgical clients, childbearing women, children and their families. 8. Formulate preventative and wellness strategies for clients across the life spans that reflect current trends in health promotion and illness prevention. FALL, YEAR 1 NUR Alterations in Health I 2721 Transition Emphasis in this course is placed on nursing care and management of the chronically ill and mentally ill patient with problems of adaptation throughout the life span. Critical concepts of physiological and 4 1. Incorporate and communicate/document the nursing process in the nursing management of clients with common acute and common chronic health problems across the life span. 2. Apply critical thinking to make evidence based decisions related to physiologic and psychosocial alterations in the medical surgical and psychiatric setting. 3. Utilize research and other references for quality improvement in the care of clients with common acute Page 109

111 Table Bridge Track Nursing Curriculum by Semester. Course No Course Title and Description psychosocial needs will be discussed. Using the nursing process the focus will be on promoting health, preventing illness and the nursing management of common acute and common chronic illnesses. Credits Course Student Learning Outcomes and common chronic health problems to ensure safe and effective care. 4. Evaluate the role of the registered nurse in the care of the client with common acute and common chronic health problems across the lifespan. 5. Formulate preventative and wellness strategies for clients across the life span that reflects current trends in health promotion and illness prevention. NUR 2721L Clinical Nursing I Transition This is the second course in a series of clinical courses for the bridge students that complements Alteration in Health 1-Transition. It is designed to provide learners with knowledge and skills related to the nursing management of common acute and common chronic problems across the life span. Clinical experiences will include care of clients and families in acute and psychiatric settings Interpret common health assessment data to provide optimal, safe, and effective client centered care for the medical-surgical and psychiatric client. 2. Use clinical judgment to make timely and appropriate decisions for 1-4 adult clients with common acute and common chronic health problems in the acute and psychiatric setting. 3. Collaborate with client, family and interdisciplinary teams to educate and provide safe, effective client centered care related to physiologic and psychosocial alterations in the medical-surgical and psychiatric setting. 4. Demonstrate practical application and transfer of concepts learned in nursing theory courses. 5. Demonstrate professional behaviors when caring for clients across the life span. 6. Adapt the client s plan of care in the nursing management of culturally diverse clients. 7. Evaluate effectiveness of nursing care given and determine the need to alter the care plan. 8. Formulate preventative and wellness strategies for clients across the life spans that reflect current trends in health promotion and illness prevention SPRING, YEAR 1 NUR Alterations in Health II 2601 Transition The second alterations in health course focuses on critical care concepts of physiological and psychosocial patient needs, disaster preparedness and emergency care. The focus is on promoting health, preventing illness and the nursing management of complex acute and chronic health problems and the impact on families and communities Incorporate and communicate/document the nursing process in the nursing management of clients with complex acute/chronic and multisystem health problems across the lifespan. 2. Apply critical thinking to make evidence based decisions related to physiologic and psychosocial alterations in the acute care and critical care settings. 3. Utilize research and other references for quality improvement in the care of clients with complex acute/chronic multisystem health problems to ensure safe and effective care. 4. Demonstrate competence in identification and comprehension of complex acute and complex common chronic health problems of the client across the lifespan. 5. Evaluate the role of the registered nurse in the care of the client in the acute care and critical care settings. 6. Formulate preventative and wellness strategies for clients across the life spans that reflect current trends in health promotion and illness prevention. Page 110

112 Table Bridge Track Nursing Curriculum by Semester. Course No NUR 2601L NUR 2810L Course Title and Description Clinical Nursing II Transition This is the third course in a series of clinical courses for bridge students that complements Alteration in Health 2 Transition. It is designed to provide learners with knowledge and skills related to the nursing management of complex acute and complex chronic health problems across the life span. Clinical experiences include care of clients and families in acute care and critical care setting. Clinical Practicum This last clinical course focuses on the transition from student to practicing ADN nurse. Each student completes 135 hours of clinical practice under the guidance of a clinical preceptor and faculty member. The student learning outcomes for this course are the same as the nursing student learning program outcomes. Credits 4 3 Course Student Learning Outcomes 7. Analyze and evaluate the role of the registered nurse in disaster preparedness. 1. Analyze comprehensive health assessment data to direct optimal, safe and effective client centered care. 2. Organize care for 1-4 adult clients with complex and/or multisystem health problems in acute and critical care settings utilizing evidence based practice. 3. Coordinate an interdisciplinary plan of care to ensure continuity within the health care delivery system related to physiologic and psychosocial alterations in the acute and critical care settings. 4. Compare and differentiate practical application and transfer of concepts learned in the alterations in Health II Transition nursing theory course. 5. Illustrate therapeutic communication skills when interacting with and educating culturally diverse clients and their families. 6. Selects role model behaviors characteristic of the professional nurse when caring for clients across the lifespan. 7. Analyzes the quality improvement process to ensure safe and effective client centered care. 8. Design and formulate preventative and wellness strategies for clients across the lifespan that reflect current trends in health promotion and illness prevention. 1. Interact appropriately through verbal, nonverbal, and written communication with patients, families, and members of the health care team. 2. Coordinate and collaborate with the interdisciplinary healthcare team to assess patients provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients psychosocial and physiological needs. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice. 6. Implement client/family centered teaching plans that promote self-care and optimal health. Page 111

113 Each of the following four tables (4.2.3-A, B, C, D) identifies one of the National League for Nursing Educational Competencies for Graduates of Associate Degree Nursing Programs 25 and its relationship to the appropriate nursing student learning program outcomes, course related outcomes, learning activities, and evaluation. Table A Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Human Flourishing Competency NLN Education Competencies for Associate Degree Nursing Programs Human Flourishing: Advocate for patients and families in ways that promote their self-determination, integrity, and ongoing growth as human beings Lake-Sumter State College Student Learning Program Outcomes (Educational) 1. Interact appropriately through verbal, non-verbal, and written communication with patients, families, and members of the health care team. 2. Coordinate and collaborate with the interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients' psychosocial and physiological needs. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation NUR 1022 Nursing Foundations 2. Demonstrate knowledge evidence based safety standards Evolve case studies and patient reviews National Patient Safety Goals Project (NPSG) Adaptive Quizzing Multiple choice exams HESI end of course exam Grade (rubric) on NPSG Project, 5% of course grade NUR 1234L Clinical Nursing I 3. Demonstrate communication skills and professional behaviors in the lab and clinical settings. Clinical focus sheets Complete mental health assessments Practice physical assessment skills Use nursing process to develop plan of care Use therapeutic communication skills through older adult project Clinical evaluation form satisfactory skills testing Review of all clinical paperwork (databases, reflective journals, reaction papers, therapeutic communication reviews, focus sheets) Dosage calculation quizzes 25 National League for Nursing. (2010). Outcomes and Competencies for Graduates of Practical/Vocational, Diploma, Associate Degree, Baccalaureate, Master s, Practice Decorate, and Research Doctorate Programs in Nursing. Author. New York, NY. Page 112

114 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation Hospital-based clinical experiences, inpatient behavioral health experiences NUR 1234 Alterations in Health I 1. Identify best practices in the care of clients with alterations in sensory, integumentary, and musculoskeletal function as well as behavioral health problems. Older Adult Project Evolve case studies and patient reviews Adaptive Quizzing Sensory Skills Lab Musculoskeletal Skills Lab Multiple choice exams HESI Behavioral Health exam HESI Alteration Health I exam Grade on Older Adult Project (rubric) 5% of course grade NUR 1820 Management of Care I 1. Identify the roles and functions of a registered nurse. 2. Demonstrate professional behaviors during interactive classroom activities. 4. Application of ethical and legal aspects related to nursing and health care practice. Evidence-based research article summaries Portfolio preparation Nurse practice act review Movie Miss Ever s Boys for ethical assignment Visit NIH site for review of mission statement Online search for legal cases related to RN scope of practice Complete advance directives Final Exam Essay on Miss Ever s Boys Portfolio NUR 1023 Nursing Foundation II 1. Identify the roles of the Registered Nurse in a variety of community settings 5. Explain the role of the nurse and the Teaching Project 5% of course grade Hospice guest speaker Alternative Therapies group presentations Multiple Choice exams Teaching Project grade Mid-curricular HESI Nursing Foundations exam NUR 1242L Clinical Nursing II 1. Perform nursing assessments and deliver safe, appropriate, and competent care for assigned clients in the Skills fair Applied teaching project Providing patient care Hospice House tour Clinical Evaluation tool Dosage calculation quizzes- Clinical paperwork (databases, med sheets, concept maps, reflective journaling, clinical focus sheets) Page 113

115 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation interdisciplinary team in disaster planning and response to mass casualty. acute care and community setting. 4. Communicate with clients, families, and interdisciplinary team members to provide safe, effective client centered care. 6. Demonstrate professional behaviors when caring for adult clients in acute and community settings. Observational clinical experience objectives papers NUR 1823 Management of Care II 1. Identify various methods of leadership and supervision used by the Registered Nurse in the coordination and delivery of client care. 5. Identify methods to efficiently manage resources in order to provide safe effective client care in an economic manner. Evidence-based research article summaries Leadership styles activities QSEN group project & presentation Delegation and prioritization questions with Turning Point clickers Final Exam Evidence-based research article summaries QSEN project grade NUR 1242 Alterations in Health II 1. Identify best practices in caring for and educating the client who is experiencing acute and chronic alterations in immune, gastrointestinal, hematologic, and hepatic function across the life span. HIV project and digital storytelling presentation HIV online learning modules Evolve case studies and patient reviews Multiple choice exams HIV Project presentation grade, 5% of course grade Mid-curricular Alterations in Health HESI Page 114

116 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation NUR 2463 Maternal Child Health 1. Applies best practices for the management of safe and effective nursing care for childbearing and pediatric clients and their families. 6. Differentiates roles and functions of the interdisciplinary team members in maternal child settings. Focus Sheets Simulations Group Pediatric teaching project presentation Family assessment with plan of care and concept map Multiple choice exams Project grade HESI course exam NUR 2220L Clinical Nursing III 3. Collaborates with client, family, and interdisciplinary teams to educate and provide safe, effective client centered care. 4. Demonstrate professional behaviors when caring for clients across the lifespan. Skills Fair Family assessment application Completion of clinical papers Pre- and postconferences Clinical performance evaluations Dosage calculation quizzes Clinical papers (concept maps, databases, med sheets, journaling; focus sheets,) NUR 2224 Alterations in Health IV 1. Identify best practices in caring for and educating the client who is experiencing acute, chronic, or multi system alterations in neurologic, cardiovascular and respiratory function. 5. Coordinate the health care team to provide safe, effective, culturally sensitive client-centered care. Guest speaker Evolve case studies, patient reviews, and practice tests Study guides Attendance at Cardiac Symposium (2 days) Multiple choice exams Course HESI exam NUR 2224L Clinical Nursing IV 1. Analyze comprehensive health assessment data to direct optimal, safe and effective client centered care. 2. Relate best practices to make appropriate decisions for 1-4 adult clients with complex and/or multisystem health problems in acute and critical care settings. 3. Coordinate an interdisciplinary plan of care to ensure continuity within the health delivery system. 5. Personify behaviors exemplifying the standards of professional nursing practice. Skills Fair Client database (complete) Clinical focus sheets Observational experiences Dosage calculations Clinical performance evaluations Dosage calculation quizzes Clinical papers (concept maps, databases, med sheets, journaling; focus sheets,) Page 115

117 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation 6. Illustrate competency in the delivery of safe and effective client centered care. NUR 2003 Nursing Transition 5. Demonstrate the professional role of the registered nurse and its collaborative role with other health care disciplines. Blackboard theory assignments Blackboard theory discussions Case studies Reading assignment Role playing Evolve case studies and patient reviews Pediatric safety project Teaching learning project Online lectures/ Videos Adaptive quizzing Hospice guest lecture Exam and other alternative testing Written assignments Adaptive quizzing Discussions Journaling HESI tests Pediatric safety project Rubric Teaching learning project; presentation to the class teaching/ learning rubric Portfolio rubric Evidence based nursing article rubric NUR 2003L Nursing Transition Clinical 6. Identify roles and functions of the interdisciplinary health care team in the acute care setting. SimChart/patient profile report Case studies Backboard clinical assignments Discussions Simulation Lab Skills fair Journaling Dosage calculation Clinical evaluation Rubric SimChart/patient profile report Blackboard clinical assignments Discussions Simulation Lab Journaling Dosage calculation testing Clinical assignment rubric Clinical discussion rubric NUR 2721 Alterations in Health I Transition 4. Evaluate the role of the Registered Nurse in the care of the client with common acute and common chronic problems across the lifespan. Guest speaker EKG Online lectures videos Reading assignment Blackboard theory assignments Blackboard theory discussions Case studies Role Playing Evolve case studies and patient reviews Adaptive quizzing Psych letter to loved one Exams and other alternative testing Written assignments Adaptive quizzing Discussions Journaling HESI Teaching learning presentation to community NUR 2721L Clinical Nursing I Transition 3. Collaborate with client, family and interdisciplinary teams to educate and provide safe, effective client centered care related to physiological and psychosocial alteration in the medical/surgical and psychiatric settings. 4. Demonstrate practical application and transfer of concepts learned in nursing theory courses. SimChart Blackboard clinical assignments Discussions Simulation Lab Journaling Case studies Observational experiences dosage calculation Clinical evaluation rubric SimChart Blackboard clinical assignments Blackboard discussions Simulation Lab Journaling Dosage calculation testing Clinical assignment rubric Clinical discussion rubric Page 116

118 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation 5. Demonstrate professional behaviors when caring for clients across the lifespan. NUR 2601 Alterations in Health II Transition 4. Evaluate the role of the Registered Nurse in the care of the client with common acute and common chronic problems across the lifespan. Guest speaker ABG s Online lectures Blackboard theory assignments Blackboard theory discussions Case studies Role playing Evolve case studies and patient reviews Adaptive quizzing Teaching learning project Evidenced-based project Exam, and other alternative testing Blackboard written assignments Adaptive quizzing Blackboard discussions Journaling HESI Teaching learning Presentation to community Evidenced-based project NUR 2601L Clinical Nursing II-Transition 3. Coordinate an interdisciplinary plan of care to ensure continuity within the health delivery system related to physiological and psychosocial alterations in the acute and critical care settings. 4. Compare and differentiate practical application and transfer of concepts learned in the Alterations in Health II Transition nursing theory course. 5. Illustrates therapeutic communication skills when interacting with and educating culturally diverse clients and their families. 6. Selects role model behaviors characteristic of the professional nurse when caring for clients across the lifespan. SimChart Blackboard clinical assignments Discussions Simulation Lab Journaling Observational experiences Case studies Dosage calculation 2 day heart to heart symposium HESI review Clinical Evaluation Rubric SimChart Blackboard clinical assignments Blackboard discussions Simulation Lab Journaling Dosage calculation testing Clinical assignment rubric Clinical discussion rubric NUR 2801L Practicum 1. Interact appropriately through verbal, nonverbal, and written communication with Clinical experiences Online case studies and quizzes Ethical paper Clinical performance evaluation (rubric) Evolve quizzes and exams Ethical Paper (rubric) Page 117

119 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation patients, families, and members of the health care team. 2. Coordinate and collaborate with the interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. Page 118

120 Table B Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Nursing Judgment Competency NLN Education Competencies for Associate Degree Nursing Programs Nursing Judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and that promote the health of patients within a family and community context. Lake-Sumter State College Student Learning Program Outcomes (Educational) 1. Interact appropriately through verbal, nonverbal, and written communication with patients, families, and members of the health care team. 2. Coordinate and collaborate with the interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients' psychosocial and physiological needs. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation NUR 1022 Nursing Foundations I 1. Apply basic knowledge of the nursing process to safely assist clients in meeting their basic human needs and maintaining an optimal level of wellness. 4. Identify the clients basic physiologic, psychosocial, sociocultural, developmental, and spiritual needs. Online case studies and patient reviews Safety Project Lecture/discussion Evolve participation Rubric for National Patient Safety Goal Project Multiple choice exams Fundamentals HESI exam NUR 1234L Clinical Nursing I 1. Perform a basic health assessment on clients in acute care and behavioral health settings. 2. Provide evidence based client centered care using the nursing process. 3. Demonstrate communication skills and professional behaviors in the lab and clinical settings. 4. Demonstrate safety and competence in fundamental clinical nursing skills. 5. Demonstrate culturally sensitive, Skills lab Practice physical assessment skills in the clinical setting Simulations Perform basic health assessments Complete mental health assessments Older adult project using therapeutic communication Clinical Performance evaluation Concept mapping Review of all paperwork Page 119

121 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation compassionate, and ethical care to clients in behavioral health acute care settings. NUR 1234 Alterations in Health I 1. Identify best practices in the care of clients with alterations in sensory, integumentary, and musculoskeletal function as well as behavioral health problems. 2. Demonstrate therapeutic communication skills when interacting with clients across the lifespan. 3. Utilize the nursing process in the care of older adults with common health problems. 4. Identify the psychosocial and cultural influences on a client s health. Tickets to class Study guides Role playing Group presentations Discussion Concept mapping Multiple choice exams HESI behavioral health exam HESI alterations in health exam Older adult project (rubric) NUR 1820 Management of Care I 1. Summarize research articles from professional nursing journals and their application to nursing practice. Web searches for legal cases Reading assignments Research article summaries Class participation Final essay on Miss Ever s Boys NUR 1023 Nursing Foundations II 3. Utilize the nursing process to identify the Hospice guest speaker Alternative therapies presentations (Health Mid-curricular HESI Multiple choice exams NUR 1242L Clinical Nursing II 1. Perform nursing assessments and deliver Applied teaching project Provide patient care Clinical performance evaluation (rubric) Dosage calculation quizzes Page 120

122 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation physiological and psychosocial needs of clients and their families at end of life. 4. Identify the standards for safe medication administration Promotion Teaching Project) Demonstrations/return demonstrations Heath Promotion project (rubric) safe, appropriate, and competent care for assigned clients in the acute care and community setting. 2. Demonstrate clinical judgment, based on best practices, for making appropriate clinical decisions for 1 or 2 adult clients in the acute care setting. 4. Communicate with clients, families, and interdisciplinary team members to provide safe, effective client centered care. NUR 1242 Alterations in Health II 1. Utilize the nursing process to assess and select appropriate nursing care for clients with cancer and the surgical client. 2. Utilize the nursing process to identify appropriate nursing care for the client with pain. Concept mapping Guest lecturer HIV online learning modules Mid-curricular Alterations HESI exam NUR 2220 Alterations in Health III 3. Utilize the nursing process to make evidence based clinical decisions related to physiological and psychosocial alterations in health. Study guides Demonstrations Focus sheets Guest lecturer Community presentations Health Fair Multiple choice exams HESI course exam NUR 2220L Clinical Nursing III 1. Integrate techniques of physical, psychosocial, spiritual, and developmental assessment for clients with alterations in health across the lifespan. Skills fair Focus sheets Pre and post conference Family assessments Clinical paperwork Concept mapping Pediatric Rescue Scenarios Clinical performance evaluation Dosage calculations Clinical paperwork Page 121

123 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation 2. Formulate safe and appropriate clinical decisions for 2-4 adult or pediatric clients in a variety of settings using evidenced based scientific knowledge 3. Collaborates with client, family, and interdisciplinary teams to educate and provide safe, effective client centered care. 5. Design the client plan of care in the management of culturally diverse clients. 6. Choose appropriate strategies to promote optimal health, demonstrating early detection of risks for health problems, and potential complications NUR 2463 Maternal Child Health 2. Determine the appropriate communication techniques in caring for childbearing women, children, and their families. Pediatric Presentations Information Sheets Pediatric Presentation (rubric) Multiple choice exams HESI course exam NUR 2224 Alterations in Health IV 3. Identify effective teaching-learning strategies in clients and their families in order to Study guides Concept mapping Guest speaker Group presentations Multiple choice exams Course HESI exam NUR 2224L Clinical Nursing IV 1. Analyze comprehensive health assessment data to direct optimal, safe and Skills fair Rescue Scenarios Focus sheets Observational experiences Clinical performance evaluation Concept mapping Clinical paperwork Page 122

124 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation reduce risks for potential complications and to promote physiological and psychosocial health. effective client centered care. 2. Relate best practices to make appropriate decisions for 1-4 adult clients with complex and/or multisystem health problems in acute and critical care settings. 3. Coordinate an interdisciplinary plan of care to ensure continuity within the health delivery system. 4. Integrate therapeutic communication skills when interacting with and educating clients and their families. Complete physical assessment NUR 2003 Nursing Transition 4. Demonstrate therapeutic communication skills and professional caring behaviors. Evidenced-based journal article review and presentation Web Link online direct to course library with journal articles Pediatric safety group project Community needs assessment Blackboard assignments/ discussions Role playing Case studies Hospice guest speaker NPSG/ QSEN guidelines Evolve case studies and patient reviews Rubric for evidencebased journal article Pediatric group safety project rubric HESI Assignment rubrics Discussion rubrics Exams NUR 2003L Nursing Transition Clinical 1. Identify best practices for the management of safe and effective nursing care of medicalsurgical clients, childbearing women and pediatric clients and their families. 2. Demonstrate the appropriate communication techniques in caring for medical-surgical clients, childbearing women, children and their families. SimChart Clinical practice NPSG/QSEN Blackboard assignments and discussions Journal reflection SimChart clinical performance evaluation Concept mapping Clinical paperwork Page 123

125 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation Adaptive quizzes 5. Discuss the psychosocial well-being of hospitalized adults, childbearing women, children and their families in adapting to change. 7. Utilize research and other references for quality improvement and evidence based practice in the care of medicalsurgical clients, childbearing women, children and their families. 8. Formulate preventative and wellness strategies for clients across the life span that reflects current trends in health promotion and illness prevention. NUR 2721 Alterations in Health I Transition 1. Incorporate and communicate document the nursing process in the nursing management of clients with common acute and common chronic problems across the life span. Evolve case studies and patient reviews Reading assignments Lectures online/ videos Adaptive quizzing/ QSEN competencies Web-link online direct to Library for EB journals Blackboard assignments and Blackboard discussions EKG guest speaker Exams Rubric for blackboard assignments and discussions HESI tests NUR 2721L Clinical Nursing I Transition 1. Interpret common health assessment data to provide optimal, safe, and effective client centered care for the medical-surgical and psychiatric client. 2. Use clinical judgment to make timely and appropriate decisions for 1-4 adult clients with common acute and SimChart NPSG/QSEN Blackboard assignments and discussions Journal reflection SimChart clinical performance evaluation Concept mapping Clinical paperwork Blackboard rubrics for clinical assignments and discussion. Page 124

126 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation common chronic problems in the acute and psychiatric setting. 3. Collaborate with client, family and interdisciplinary teams to educate and provide safe, effective client centered care related to physiological and psychosocial alteration in the medical-surgical and psychiatric settings. 7. Evaluate effectiveness of nursing care given and determine the need to alter the care plan. 8. Formulate preventative and wellness strategies for clients across the life span that reflects current trends in health promotion and illness prevention. NUR 2601 Alterations in Health II Transition 1. Incorporate and communicate document the nursing process in the nursing management of clients with common acute and common chronic problems across the life span. Evolve case studies and patient reviews Web link direct to library journals Blackboard assignments and discussions Reading assignments Online lecture and video s Exams Blackboard assignment rubric and discussions HESI exams NUR 2601L Clinical Nursing II Transition 1. Analyze comprehensive health assessment data to direct optimal, safe and effective client centered care. 2. Organize care for 1-4 adult clients with complex and or multisystem health problems in the acute SimChart and resources Clinical practice NPSG/QSEN Blackboard assignments and discussions Journal reflection SimChart clinical performance and evaluation Concept mapping Clinical paperwork Blackboard assignments and discussion rubric Page 125

127 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation and critical care settings utilizing evidence based practice. 3. Coordinate an interdisciplinary plan of care to ensure continuity within the health delivery system related to physiological and psychosocial alterations in the acute and critical care settings. 5. Illustrates therapeutic communication skills when interacting with and educating culturally diverse clients and their families. 7. Analyzes the quality improvement process to ensure safe and effective client centered care. 8. Design and formulate preventative and wellness strategies for clients across the life span that reflects current trends in health promotion and illness prevention. NUR 2801L Practicum 1. Interact appropriately through verbal, nonverbal, and written communication with patients, families, and members of the health care team. Ten 12 hour shifts under preceptor and faculty monitoring Clinical experiences Charge nurse day Ethical paper using o ANA Code of Ethics for Nurses Clinical performance evaluation Ethical paper Rubric Page 126

128 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation 2. Coordinate and collaborate with the interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients' psychosocial and physiological needs. 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice. o International Council of Nurses Code for Nurses o Patient Bill of Rights Page 127

129 Table C Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Professional Identity Competency NLN Education Competencies for Associate Degree Nursing Programs Professional Identity: Implement one s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring advocacy, and safe, quality care for diverse patients within a family and community context. Lake-Sumter State College Student Learning Program Outcomes (Educational) 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients' psychosocial and physiological needs. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. 6. Implement client/family centered teaching plans that promote self-care and optimal health. Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation NUR 1022 Nursing Foundations I 1. Apply basic knowledge of the nursing process to safely assist clients in meeting their basic human needs and maintaining an optimal level of wellness. 2. Demonstrate knowledge of evidence based safety standards. 3. Identify how cultural diversity impacts client centered care. Lecture/discussion Ticket to class National Patient Safety Goal project Multiple choice exams Rubric for safety project NUR 1234L Clinical Nursing I 4. Demonstrate safety and competence in fundamental clinical nursing skills. 5. Demonstrate culturally sensitive, compassionate, and ethical care to clients in behavioral health acute care settings. Clinical behavioral focus sheets Physical assessment skills Concept mapping Therapeutic communication skills Dosage calculations Clinical performance evaluation NUR 1820 Management of Care I 4. Application of ethical and legal aspects related to nursing and health care practice. Nurse practice review Summarize evidenced based research articles on legal issues related to RN scope of practice. Class participation Final essay NUR 1023 Nursing Foundations II Teaching project for Health Promotion Rubric for teaching project NUR 1242L Clinical Nursing II Applied teaching project Dosage calculation quizzes Page 128

130 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation 3. Utilize the nursing process to identify the physiological and psychosocial needs of clients and their families at end of life. 4. Identify the standards for safe medication administration. Hospice guest speaker Multiple choice exams Mid-curricular HESI exam 1. Perform nursing assessments and deliver safe, appropriate, and competent care for assigned clients in the acute care and community setting. 5. Provide compassionate, culturally sensitive care for clients in acute and community settings. Provide patient care Clinical database Observational experiences Clinical performance evaluation Clinical paperwork NUR 2220 Alterations in Health III 2. Utilize teaching learning strategies to promote and maintain client health and to reduce risks for potential complications 3. Utilize the nursing process to make evidence based clinical decisions related to physiological and psychosocial alterations in health. Health Fair for Women Study guides Guest lecturer NUR 2220L Clinical Nursing III 2. Formulate safe and appropriate clinical decisions for 2-4 adult or pediatric clients in a variety of settings using evidenced based scientific knowledge. 3. Collaborates with client, family, and interdisciplinary teams to educate and provide safe, effective client centered care. 5. Design the client plan of care in the management of culturally diverse clients. 6. Choose appropriate strategies to promote optimal health, demonstrating early detection of risks for health problems, and potential complications. Observational experiences Concept mapping Focus sheets Family Assessment Pediatric Rescue Scenarios Clinical performance evaluation Clinical paperwork Dosage calculations Page 129

131 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation NUR 2463 Maternal Child Health 3. Incorporate cultural concepts in the care of diverse maternal and pediatric populations. Lecture/discussion Evolve case studies Multiple choice exams NUR 2224 Alterations in Health IV 3. Identify effective teaching-learning strategies in clients and their families in order to reduce risks for potential complications and to promote physiological and psychosocial health. 5. Coordinate the health care team to provide safe, effective, culturally sensitive client centered care. Reading assignments Case studies Concept mapping NUR 2224L Clinical Nursing IV 1. Analyze comprehensive health assessment data to direct optimal, safe and effective client centered care. 6. Illustrate competency in the delivery of safe and effective client centered care. 7. Support caring and cultural sensitivity in the delivery of individualized nursing care. Rescue scenarios Focus Sheets Outside experiences Dosage calculations Clinical paperwork Clinical performance evaluation NUR 2003 Nursing Transition 1. Apply all steps of the nursing process in planning culturally sensitive care for a variety of client needs across the lifespan. 4. Demonstrate therapeutic. communication skills and professional caring behaviors. Professional roles Blackboard assignments and discussions Role playing Lecture online and videos Reading assignment Case studies and patient reviews Portfolio Exams HESI tests Portfolio rubric NUR 2003L Nursing Transition Clinical 3. Incorporate cultural concepts in the care of diverse clients. 5. Discuss the psychosocial well-being of hospitalized adults, childbearing women, children and their families in adapting to change. 8. Formulate preventative and wellness strategies for clients across the life SimChart and resources Clinical practice Blackboard assignments discussion Journal reflection Clinical practice evaluation and rubric Blackboard assignments and discussion rubrics Page 130

132 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation span that reflects current trends in health promotion and illness prevention. NUR 2721 Alterations in Health I Transition 1. Incorporate and communicate document the nursing process in the nursing management of clients with common acute and common chronic problems across the life span. 5. Formulate preventative and wellness strategies for clients across the life span that reflects current trends in health promotion and illness prevention. Evolve case studies and patient reviews Online lectures and videos Blackboard assignments and discussions Reading assignments Exams Blackboard assignments and discussion rubrics HESI tests NUR 2721L Clinical Nursing I Transition 1. Interpret common health assessment data to provide optimal, safe, and effective client centered care for the medical-surgical and psychiatric client. 6. Adapt the client s plan of care in the nursing management of culturally diverse clients. 8. Formulate preventative and wellness strategies for clients across the life span that reflects current trends in health promotion and illness prevention. SimChart assignments Clinical practice Blackboard assignments and discussions Journal reflections Clinical practice evaluation rubric Blackboard assignments and discussion rubric Page 131

133 Didactic Courses Clinical Courses Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation NUR 2801L Practicum 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients' psychosocial and physiological needs. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. 6. Implement client/family centered teaching plans that promote self-care and optimal health. Ethical paper Case studies Patient care Clinical performance evaluation Rubric for ethical paper Evolve quizzes and exams Page 132

134 Table D Congruence of Nursing Program Student Learning Outcomes and Course Outcomes with NLN Spirit of Inquiry Competency NLN Education Competencies for Associate Degree Nursing Programs Spirit of Inquiry: Examine the evidence that underlies clinical nursing practice within a family and community context. Lake-Sumter State College Student Learning Program Outcomes (Educational): 6. Implement client/family centered teaching plans that promote self-care and optimal health. DIDACTIC COURSES CLINICAL COURSES Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation NUR 1023 Nursing Foundations II 2. Develop a clientcentered teaching plan to promote self-care management and health. Teaching project Rubric for teaching project NUR 1242L Clinical Nursing II 3. Implement a basic health needs teaching plan for client/family and appropriate community based group. Concept mapping Clinical practice / patient care Clinical performance evaluation NUR 1242 Alterations in Health II 1. Identify best practices in caring for and educating the client who is experiencing acute and chronic alterations in immune, gastrointestinal, hematologic, and hepatic function across the life span. Guest lecturer Study guides Lecture/ demonstrations Multiple choice exams Return demonstrations NUR 2220 Alterations in Health III 1.Distinguish the best practices in caring for and educating clients with acute and chronic alterations in renal, fluid Women s Health Fair Study guides Case studies Lecture Discussions Exams HESI course exam NUR 2220L Clinical Nursing III 3. Collaborates with client, family, and interdisciplinary teams to educate and provide Clinical practice / Patient care Patient care coordinator role Dosage calculations Clinical performance evaluation Page 133

135 DIDACTIC COURSES CLINICAL COURSES Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation and electrolyte, endocrine, genitourinary, and gynecological function across the lifespan 2. Utilize teaching learning strategies to promote and maintain client health and to reduce risks for potential complications safe, effective client centered care. NUR 2463 Maternal Child Health 4. Discuss the importance of adapting client teaching to reduce risks based on the educational and developmental level of the childbearing female and pediatric clients. Pediatric presentations Pediatric presentations rubric NUR 2224 Alterations in Health IV 1. Identify best practices in caring for and educating the client who is experiencing acute, chronic, or multi system alterations in neurologic, cardiovascular and respiratory function. 3. Identify effective teaching-learning strategies in clients and their families in order to reduce risks for potential complications and to promote physiological and psychosocial health. Guest speakers Study guides Cardiac symposium Case studies Multiple choice exams NUR 2224L Clinical Nursing IV 4. Integrate therapeutic communication skills when interacting with and educating clients and their families. Complete physical assessment Concept mapping Therapeutic communication skills applied Clinical paperwork Clinical performance evaluation Dosage calculations Page 134

136 DIDACTIC COURSES CLINICAL COURSES Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation NUR 2003 Nursing Transition 3. Develop a clientcentered teaching plan to promote self-care management and health. Teaching learning project Case studies Blackboard assignments and discussions Teaching rubric Blackboard assignment rubrics and discussions HESI examinations NUR 2003L Nursing Transition Clinical 4. Utilize the nursing process when adapting client teaching based on the educational and developmental level of clients. SimChart head to toe assessment Clinical practice / patient care Special charting psychosocial Care planning Concept maps Blackboard clinical assignments and discussions SimChart Clinical performance evaluation Dosage calculations Rubrics for discussions NUR 2721 Alterations in Health I Transition 5. Formulate preventative and wellness strategies for clients across the life span that reflects current trends in health promotion and illness prevention. Teaching learning project presentation to community Psychiatric letter Blackboard assignments and discussions Teaching learning rubric Blackboard assignment for psych letter to a loved one. Blackboard assignments and discussion rubrics HESI examinations NUR 2721L Clinical Nursing I Transition 3. Collaborate with client, family and interdisciplinary teams to educate and provide safe, effective client centered care related to physiological and psychosocial alteration in the medical-surgical and psychiatric settings. SimChart assignments Clinical practice / patient care Blackboard clinical assignments Blackboard clinical discussions SimChart Clinical performance evaluations Dosage calculations Rubrics for assignments and discussions NUR 2601 Alterations in Health II Transition 5. Formulate preventative and wellness strategies for clients across the life span that reflects current trends in health promotion and illness prevention. Teaching learning project presentation to community Blackboard assignments and discussions Cardiac symposium Teaching learning rubric Blackboard rubrics for assignment HESI examinations Examinations NUR 2601L Clinical Nursing II Transition 5. Illustrates therapeutic communication skills when interacting with and educating culturally diverse clients and their families. SimChart teaching plan, resources QSEN assignment in blackboard Blackboard assignments and discussions SimChart plan of care Clinical performance evaluations Dosage calculations Page 135

137 DIDACTIC COURSES CLINICAL COURSES Course and Course Related Outcomes Learning Activities Evaluation Course and Course Related Outcomes Learning Activities Evaluation NUR 2801L Practicum 6. Implement client/family centered teaching plans that promote self-care and optimal health. Education done to patient s cared for daily Clinical performance evaluation Page 136

138 CRITERION 4.3 The curriculum is developed by faculty and regularly reviewed to ensure integrity, rigor, and currency. Faculty, working with a national consultant, last revised the curriculum in Since then faculty annually review each course to recommend corrections ensuring that each course and the curriculum meet contemporary education strategies and evidence-based best practices. The program follows a systematic, institutional and dynamic process from initiation to approval as outlined in the college s Administrative Procedure Manual PRO Course and program evaluation data and changes in practice drive curriculum and course content changes. Any decisions related to curriculum changes are discussed by the faculty and decided by the curriculum committee to ensure integrity, rigor, and currency of the curriculum. Course-level student learning outcomes are evaluated at this time for appropriateness and leveling based on Bloom s Taxonomy. Course syllabi and samples of course materials are available in the document display room and are further discussed in Standard 6. Course faculty evaluate the rigor of the course as measured by outcomes and exams. Faculty are responsible for creating, monitoring, and revising course examinations. The nursing program uses ParTest, an integrated suite of software modules that allow faculty to create, administer, and score tests by paper and online. The system permits faculty to use multi-format tests from item banks. The ParScore component of the product grades the examinations, analyzes test outcomes, and creates reports. The goal of test design is to achieve an appropriate level of difficulty. For example, first semester exams will include some knowledgelevel and comprehension-level questions and approximately 50 percent application-level questions. As students advance, the number of application-level and higher questions increases and the number of knowledge and comprehension questions lowers. Ultimately, by the final semester, exams are composed of all application-level and analysis-level questions. Student performance is studied after administration of each exam. Overall difficulty of exams and of individual items is evaluated and item discrimination is used to assess how well the items performed. This information is used to revise and update exams in the following year. CRITERION 4.4 The curriculum includes general education courses that enhance professional nursing knowledge and practice. The general education prerequisite courses in communication, social and behavioral sciences, humanities, natural sciences, and mathematics serve as a foundation for the program. A total of 28 credits are required in English, psychology, sciences, mathematics, humanities, and computer proficiency. Both computer and basic math proficiency are college requirements that can be met through competency testing or course completions. Table shows courses taken by potential nursing students to prepare for program admission and how they apply in the nursing curriculum. These courses prepare students to be academically successful. Page 137

139 Table Required General Education Courses and Application to Nursing Area Communication Social and Behavioral Sciences Humanities Natural Sciences General Education Course ENC 1101 English College Composition PSY 2012 Introduction to Psychology DEP 2004 Psychology of Human Development Any humanities course from the approved list of Associate in Arts General Education Courses BSC 2093C Human Anatomy & Physiology I w/ Lab BSC 2094C - Human Anatomy & Physiology II w/lab MCB 2010C Microbiology with Lab Credits Course Content Application to Nursing 3 Grammar and mechanics, sentence variety, organization and coherence. Writing skills. 3 Study of human behavior with focus on perception, learning, intelligence, emotions/motivations, personality formation, mental disorders, therapy and social interaction. 3 Changes that take place in human behavior over the life span; personality, cognitive, physical, social, and moral development. 3 Develop an understanding and appreciation of cultural development from ancient times to the present in all its richness and diversity. 4 Structure, function and chemistry of the human body; cell and tissues, integumentary, skeletal, muscular, nervous, and endocrine systems. 4 Structure, function and chemistry of the human body; respiratory, cardiovascular, lymphatic, digestive, urinary, and reproductive systems; also covers metabolism, electrolytes, and acidbase balance. 4 Microbial forms such as bacteria morphology, physiology and genetic mechanisms. Written communication skills Documentation Therapeutic Communication Reporting Preparations for behavioral/mental health disorders and nursing treatment plans Teaching and learning Patient motivation and compliance Ability to adapt assessment and plans of care based on clients age and developmental stage. Ability to apply cultural diversity concepts to nursing practice. Ability to apply basic anatomy and physiology knowledge to alterations in health /illness /disease. Use that knowledge to identify appropriate nursing plan of care with interventions for these systems. Ability to apply basic anatomy and physiology knowledge to alterations in health/illness/disease. Use that knowledge to identify appropriate nursing plan of care with interventions for these systems. Concepts appropriate to infection control Knowledge and application to proper performance of skills Page 138

140 Table Required General Education Courses and Application to Nursing Area Mathematics Computer Proficiency Mathematics Proficiency General Education Course HUN 1201 Nutrition with Diet Therapy MTB Math for Health Related Professions Proficiency examination or select coursework as specified in the College Catalog and Student Handbook. Proficiency examination or select coursework as specified in the College Catalog and Student Handbook. Credits Course Content Application to Nursing 3 Role of nutrition in health and disease with scientific principles of nutrition. Application of nutrition for populations, diseases, treatment plans, and interventions for chronic and emerging diseases related to nutrition. 1 Overview of math operations needed for calculation of oral and parenteral drug dosages. Emphasis on numerical and measurement systems, decimals, fractions, ratio and proportions, percentages, conversions, and calculations of medical dosages. 0 All LSSC students must demonstrate computer proficiency by completing the college s computer proficiency examination or by completing select coursework. 0 All LSSC students must demonstrate general mathematics proficiency by completing the college s math proficiency examination or by completing select coursework. related to infection prevention Prepares students for identifying nutritional deficits and developing appropriated nutritional plans of care for specific health alterations. Can identify foods with specific nutritional benefits for therapeutic diets. Prepares the students to perform well on weekly dosage calculations quizzes This math preparation has proven to be a real boost to nursing student success when calculating medications. Basic informatics competencies are a requirement for acceptance into the nursing program. Each student must demonstrate basic computer knowledge and skills. Basic mathematics competencies required as prerequisite for the MTB 1370 Math for Health Related Professions course Page 139

141 CRITERION 4.5 The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, and global perspectives. One of the nursing student learning program outcomes, as reported in the LSSC Associate Degree Nursing Program Policy Handbook, states that nursing program graduates provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. Each didactic and clinical course contains one or more sections related to cultural, ethical or other socially diverse concepts. Depending on the course content, local, regional, national or global perspectives may be explored. Cultural concepts are integral to each didactic and clinical course. Cultural assessment and care are introduced in Nursing Foundations I (NUR 1022) and continue in Alterations in Health I (NUR 1234), which focuses on the cultural and spiritual considerations used in psychiatric nursing. First semester students are introduced to content on cultural diversity and how that impacts health and health practices. These concepts are explored as students learn about and apply beliefs regarding birth, death, illness, and health practices. Cultural and ethical considerations are discussed in the classroom and in the clinical setting. In the classroom, case studies, practice questions, and evidence-based practice articles are used within the context of the courses. In the clinical setting, faculty seek cultural and ethical situations that may help students put classroom learning into practice. Socially diverse concepts across the life span are addressed in the first semester through a unit of study that explores the physiological and psychosocial aspects of aging, issues of polypharmacy, and common disorders in the older adult. The students complete a project with a geriatric client involving interviews, a life review, and assessments related to hearing, mood, sleep, nutrition and independence. In the second semester, students learn about community health, health promotion, disaster, and bioterrorism concepts in Nursing Foundations II (NUR 1023) and Alterations in Health II (NUR 1242). Topics of global health include patient rights, social and economic concerns, infectious diseases, and access to care. Infectious diseases such as HIV/AIDS, tuberculosis, and Ebola are discussed as stigma-related situations that may impact consistent care for all populations. The two management of care courses, Management of Care I (NUR 1830) and Management of Care II (NUR 1823), taken during first and second semesters respectively, focus on cultural, ethical, and social issues from a health systems perspective. One example relates to the recent Ebola outbreak. Students researched Centers for Disease Control (CDC) recommendations and standards, explored ethical dilemmas occurring in the screening of travelers, treatment of patients, and the treatment of healthcare professionals working in affected areas. This illustrates how current healthcare issues are brought into the classroom and clinical settings for evaluation of perceptual bias, ethical issues, and current healthcare practices and legislation. In the third semester course Maternal Child Health (NUR 2463) students incorporate cultural and ethnic concepts in the care of diverse maternal and pediatric populations. One example of integrating cultural sensitivity into the curriculum is the pediatric simulation where health practices and beliefs related to the culture are assessed and explored for a Vietnamese child. Page 140

142 Fourth semester students in Alterations in Health IV (NUR 2224), Clinical Nursing IV (NUR 2224L), and Clinical Practicum (NUR 2810L) apply culturally and ethically sensitive concepts as they coordinate and plan care for adult populations in acute and critical care settings. Table provides examples of various courses, related cultural and ethical content, experiences, and related evaluation criteria. A full list of course-specific cultural, ethical, and socially diverse content may be viewed in the document display room. Table Course Related Culturally Diverse Concepts Course Course Title Course Content Evaluation Number NUR 1820 Management of Care I Application of ethical and legal aspects related to nursing and health care practices. Essay on ethical issues of video Miss Ever s Boys. NUR 1234 Alterations in Health I Identify the psychosocial and cultural influences on a client s health. NUR 1234L Clinical Nursing I Demonstrate culturally sensitive, compassionate and ethical care to clients in behavioral health and long-term care settings. NUR 2220L Clinical Nursing III Design the client plan of care in the management of culturally diverse clients. Recognize the client who is socially or environmentally isolated. Identify the risk factors for domestic, child, elder abuse/neglect, sexual and substance abuse. Demonstrate an understanding of cultural and spiritual considerations in psychiatric/mental health nursing. 5.1 Identifies and reports to instructor any client with advocacy issues. 5.2 Maintains client dignity, privacy, and confidentiality. 5.3 Identifies cultural factors that influence client health practices. 5.4 Displays caring and respect for client values, customs, spiritual beliefs, and choices. 5.5 Assesses developmental, emotional, cultural, religious, and spiritual influences on client health status. 5.1 Displays respect for client values, customs, spiritual beliefs, and choices. 5.2 Maintains client dignity, privacy, and confidentiality. 5.3 Incorporates cultural factors that influence client health practices into individualized plan of care. 5.4 Functions as client advocate when appropriate. Page 141

143 CRITERION 4.6 The curriculum and instructional processes reflect educational theory, interprofessional collaboration, research, and current standards of practice. Faculty use a variety of education theories to design and implement curriculum, as evidenced by the teaching techniques and learning activities used in the classroom. The nursing education unit believes that although students have particular learning preferences, no student learns in only one way. All students are assessed upon admission for their VARK learning preferences and faculty utilize this information to design varied learning activities that enhance learning in visual, auditory, read/write, and kinesthetic preferences. Students are coached on the study methods that will enhance their individual learning. Classroom lectures and learning activities are adapted to use differing techniques to promote student learning. The curriculum requires student learning in multiple areas that include cognitive, affective and psychomotor domains. Teaching techniques focus on the acquisition and application of new knowledge and skills through lab activities that called for physical demonstration of nursing skills. Through the use of scenarios and simulations students are required to demonstrate ability in all domains of learning. This integrated approach raises the level of learning to application, analysis, synthesis, and evaluation of knowledge. A review of the classroom and learning activities utilized by faculty demonstrate a variety of educational theories that drive their approaches to teaching. Multiple theories are incorporated in the classroom and clinical settings in order to help students meet the learning outcomes. Table identifies the predominant education theories and the examples of how they are used at LSSC. Table Educational Theories Used in Nursing Education Theory Theory Concepts Constructivist Theory Individuals, through active engagement, construct knowledge by comparing new concepts with current knowledge. Students gradually increase knowledge throughout the program Behaviorism Human learning is controlled by rewards and punishments; external stimuli Students memorize and follow instructions Student learning more passive Role of the Teacher LSSC Application Facilitator and guide Group discussions Interactions Case studies Scenarios Simulations Exams Teacher centered Lectures Demonstrations of psychomotor skills Assignments Exams Page 142

144 Table Educational Theories Used in Nursing Education Theory Theory Concepts Best for task-based learning. Cognitivist Student centered approach. Information enters, is organized, stored in memory, then tested for reasoning, problem solving, and clear objectives. Adult Learning Theory (Andragogy) Social Learning Theory Requires active participation of learner Self-directed learner uses prior knowledge and experiences as basis of learning More equality between teacher and learner. A bridge between behaviorist and cognitivist learning theories. Learning can occur by watching other s behaviors. Learner not passive recipient of knowledge. Situated Learning Reflects how knowledge will be used in real world setting. Doing and learning in the context of healthcare environment. Role of the Teacher LSSC Application Facilitator Lecture Group discussions Case studies Simulations Hands-on Journaling Concept mapping Show application to real world. Provide feedback Role model appropriate behaviors Facilitator Mentor Guide Role model Clinical experiences Clinical paperwork Skills lab Simulations Tickets to class Clinical experiences Journaling Clinical focus sheets Observational clinical experiences Clinical experiences Practicum Interdisciplinary collaboration was critical to the development of the curriculum and continues to be an ongoing process. The nursing faculty and program administrator collaborate formally and informally with other disciplines in the college to review and evaluate the general education components in the ADN Program. The development of Math for Health Related Professions (MTB 1370) was the result of collaboration between the nursing and math departments when a review of poor student performance on dosage calculations quizzes revealed that most errors were related to basic math skills. The curriculum for the course was developed, and is revised, jointly as needed. The textbook used for this course was selected jointly and it is the same dosage calculation textbook that students use when admitted to the nursing program. When the nutrition course was modified to increase focus on diet therapy and nutrition in health and disease, it was a collaborative effort between the course instructor and the nursing department. Nursing faculty and the program administrator also work collaboratively with the science department to adapt to the newly legislated general education core courses and determine how those core courses may impact nursing students in their science courses. Page 143

145 The LSSC faculty have primary responsibility for the content, quality, and effectiveness of the curriculum. Curriculum development follows a systematic and dynamic institutional process from initiation to approval by faculty, administration, and the District Board of Trustees. The process is subject to continuous internal review and a variety of external mandates. The policies and procedures for curriculum development and review are presented in the LSSC Administrative Procedure Manual PRO 3-02 and the LSSC Curriculum & Instruction Committee Handbook on Policy and Procedure. Students are introduced to concepts of research and evidence based practice in the first semester of their program. In their Management of Care I course, assignments include searches of health care data bases for research articles related to nursing care with a summary paper written for each article. Evidence-based practice continues to be integrated throughout the curriculum as faculty provide best practices with each unit of study. Evidence of this is seen in the course syllabi and in the evaluation rubrics for various classes. Examples are available for review in the document display room. The curriculum is flexible enough to adjust to changes in standards and best practices in nursing education. Paradigm shifts toward learner-centered teaching are embraced by the nursing faculty and learning activities are developed to support that concept. Faculty have opportunities to attend conferences that keep them current on best practices in nursing education and in areas of their respective nursing expertise. Students are exposed to current practices through such methodologies as high-fidelity simulations, electronic medical records training, and technological methods used in medication administration. Virtual learning environments are provided to bridge track students through hybrid courses that blend face-to-face time with faculty and use of Blackboard for online resources, assignments, and discussions. Evidence suggests that this technology enables collaboration and promotes meaningful deep learning through such practices as focused discussion groups. As discussed in Section 1, faculty and administrators have developed a timeline that addresses the further development of virtual learning environments for other courses in the general program. Evidence from research will be used to develop methods that will engage students in independent learning modalities that foster collaboration and inquiry and an integral responsibility on the student for their success. CRITERION 4.7 Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of the student learning outcomes. The evaluation methods and tools for all courses, as presented in Table 2.4.3, A D: are consistent with course objectives/outcomes and competencies of the didactic and clinical components of the associate degree program; provide for regular feedback to students and faculty with timely indicators of student progress and academic standing; are consistently applied; are written and available to students. Page 144

146 A variety of methods are used to evaluate student achievement and maintain consistency with nursing course outcomes and nursing program outcomes. Each course syllabus outlines the evaluation methods and criteria for successful course completion. To be successful in any nursing course, students must achieve a grade of 80 percent or better and a satisfactory clinical performance evaluation. Methods of evaluation for the didactic nursing courses may include but are not limited to: exams, individual and group projects, assigned class prep materials, pre and post-tests, pop quizzes, participation and performance in simulated exercises, nationally standardized testing (HESI) and classroom student teaching presentations. Most theory courses typically evaluate student learning with four to five faculty-prepared exams. The LSCC nursing program uses the ParTest/ParScore system to develop, grade and analyze exams. All exams are corroboratively developed by all faculty involved in teaching the course. Exam difficulty increases as students progress in the program. In the first semester, exams include some questions at the knowledge and comprehension level, along with fewer questions at the application and analysis level. By the final semester, the reverse is true with more application and analysis questions being added until the largest portion of the exam includes higher level questions. The faculty has created item banks for use in developing valid exams. As each exam is developed, a test blueprint is generated, ensuring that the exam appropriately addresses learning outcomes in content and level of difficulty. Involved faculty review and edit this blueprint and use it to create a student friendly exam blueprint. Students receive blueprints as useful study guides prior to an exam. Students in the first and second semester of the program complete each exam independently and then are blindly assigned to small groups of 3-4 for collaborative testing. Each group is given one Scantron answer sheet to record their group s response for all questions on the same exam. This supports the belief that exams are an important learning tool and that test taking can be a learned skill. Students benefit as they collaborate to unanimously decide on their group s answers to each test question. This emphasizes the usefulness of cooperation and is a valuable method of evaluation. Each theory course uses a nationally standardized custom exam from HESI to evaluate faculty performance in assisting students to meet learning outcomes for that course. The HESI exam may count for only 10 percent of the total course grade, but the information gathered from the results is extremely beneficial to both students and faculty in the advancement of student learning. HESI exam results give the faculty valuable information about student achievement in content areas, client needs, the nursing process, and current standards of nursing practice. Varied evaluation methods are used in the classroom by individual faculty to assess how students are progressing and determine if further instruction is needed. Many faculty members require students to complete a tickets-to-class activity that reviews class content prior to the class session. Although the tickets may not receive a grade, they may become a useful tool for the instructor when evaluating student understanding of the content and whether or not students may need clarification. Other methods of evaluation may include Turning Point clickers in the classroom to evaluate individual student learning, one-minute, end-of-class papers students write that summarize what was learned in class that day, and clearest points/muddiest points index cards students prepare at the beginning of class to identify what the instructor should most focus on that day in class. Although these methods of evaluation do not assign the student a grade, they do focus on student learning needs and ultimately assist the students to Page 145

147 learn more effectively with less stress. Evaluation in Management of Care I and II require students to submit summaries of research articles that provide evidence for nursing practice, prepare a professional portfolio, submit a final exam, and participate in class discussions and learning activities as evidence of learning. Clinical Practicum requires students to prepare an ethics paper, demonstrate clinical competencies, complete case studies in management concepts, complete an end of program HESI exam, and earn a satisfactory clinical performance evaluation. Course-specific clinical evaluation tools are the primary method used by faculty to measure clinical learning. Each clinical evaluation tool is developed by identifying student learning outcomes for the course, mapping them to end-of-program student learning outcomes, and then describing the expected behaviors that indicate learning occurred and outcomes were achieved. Other learning activities that may be required for a successful clinical evaluation may include paperwork that consists of a variety of focus sheets, patient data bases, nursing concept maps, journaling, clinical observations, demonstrations, and participation in pre/post conferences. For students to receive a passing grade for the course, all activities measuring performance must be successfully accomplished. While clinical evaluation tools share a similar design across the curriculum, each course s clinical evaluation tool is structured to reflect that specific course s outcomes. The clinical evaluation tool is intended for student reflection and self-evaluation and for faculty formative and summative evaluations. Students have the opportunity to participate in the evaluation process by noting their own behaviors and indicating their attainment of objectives. Faculty members review the students self-evaluations and provide an opportunity for them to discuss the results. Each area of the evaluation tool has specified outcomes that must be satisfactorily achieved by the end of the semester. Each specified outcome has clinical behaviors that are observed by the clinical instructor on a weekly basis. From the first clinical week to the midpoint, the tool is a formative evaluation tool. Following the midpoint a summative evaluation format is used. Clinical evaluation tools are posted on the nursing website for easy student and faculty access. Copies of the clinical evaluation tools will be available on site. Once the clinical evaluations have been completed, shared with students, and signed by the instructor and student the data is entered into E-Lumen, the college s platform used to systematically assess student attainment of learning outcomes. The data is then available for faculty and administrators to measure how well students are achieving course outcomes. The nursing department uses this data to identify any areas where students do not show acceptable achievement as well as areas where they show excellent performance. This information can be used to make any indicated adjustments in the delivery of curriculum and instruction. Page 146

148 CRITERION 4.8 The length of time and credit hours required for program completion are congruent with the attainment of identified student learning outcomes and program outcomes and consistent with the policies of the governing organization, state and national standards and best practices The Florida Department of Education requires that all Associate Degree Nursing (ADN) students complete a total of 72 credits. General track students complete 28 credits of general education prerequisite courses and 44 credits of nursing courses. Bridge track students also complete 28 general education credits, 27 nursing credits, and 17 articulated credits for their LPN or paramedic training. General track students must complete their nursing courses in four semesters; bridge track students in three semesters. General education prerequisite courses may be taken at the students own pace as long as science courses are no more than seven years old at the time of application to the program. Students must have completed all prerequisite courses prior to applying to the nursing program. Tables and report courses, credits, and contact hours for all general and bridge track courses. Course descriptions are found in the LSSC Catalog and Student Handbook. The ratio of credit hours to contact hours is in compliance with the Florida Department of Education and Lake-Sumter State College edicts. The ratio of credit hours to contact hours for all theory courses is 1:1. Clinical courses (represented by an L behind the course number) have a combination of laboratory and clinical/simulation hours. Laboratory experiences have a 2:1 and clinical experiences a 3:1 contact to credit hour ratio. Table General Track Courses by Semester Area Credit Hours Contact Hours Prerequisite Courses ENC 1101 College Composition PSY 2012 Introduction to Psychology DEP 2004 Psychology of Human Development HUN 1201 Nutrition with Diet Therapy BSC 2093C Human Anatomy and Physiology BSC 2094C Human Anatomy and Physiology MCB 2010C Microbiology with Lab MTB 1370 Math for Health Related Professions Humanities Nursing Program Courses Fall Year 1 Semester 1 NUR 1022 Nursing Foundations I NUR 1234 Alterations in Health I NUR 1234L Clinical Nursing I NUR 1820 Management of Care I Spring Year 1: Semester 2 NUR1023 Nursing Foundations II NUR 1242 Alterations in Health II NUR 1242L Clinical Nursing II NUR 1823 Management of Care II (45 class & 30 lab) 75 (45 class & 30 lab) 75 (45 class & 30 lab) ( 72 lab & 108 clinical) (50 lab & 130 clinical) 15 Page 147

149 Fall Year 2 - Semester 3 NUR 2220 Alterations in Health III NUR 2220L Clinical Nursing III NUR 2463 Maternal Child Health Spring Year 2 - Semester 4 NUR 2224 Alterations in Health IV NUR 2224L Clinical Nursing IV NUR 2801L Clinical Practicum Program Total Credit Hours ( 53 lab & 172 clinical) (43 lab & 137clinical) 135 Table Bridge Track Courses by Semester Area Credit Hours Contact Hours Prerequisite Courses ENC 1101 College Composition PSY 2012 Introduction to Psychology DEP 2004 Psychology of Human Development HUN 1201 Nutrition with Diet Therapy BSC 2093C Human Anatomy and Physiology BSC 2094C Human Anatomy and Physiology MCB 2010C Microbiology with Lab MTB 1370 Math for Health Related Professions Humanities Nursing Program Courses Summer Year 1: Semester 1 NUR 2003 Nursing Transition NUR 2003L Nursing Transition Clinical Fall Year 1 - Semester 2 NUR 2201 Alterations in Health I Transition NUR 2201L Clinical Nursing I Transition Spring Year 1 - Semester 3 NUR 2202 Alterations in Health II Transition NUR 2202L Clinical Nursing II Transition NUR 2801L Clinical Practicum Articulated Credits * 17 Program Total Credit Hours (45 class & 30 lab) 75 (45 class & 30 lab) 75 (45 class & 30 lab) (45 lab & 89 clinical) (26 lab & 154 clinical) (20 lab & 160 clinical) 135 * Articulated credits are awarded for previous education as either a paramedic or a licensed practical nurse. Program faculty and administrators are aware of pressure to offer an option for all required courses to be completed in a two year period. We are currently attempting to gain clarity on this expectation at the local, state, and national levels. CRITERION 4.9 Practice learning environments support the achievement of student learning outcomes and program outcomes. Page 148

150 Currently, the nursing program maintains contracts with 13 health care facilities within the Central Florida area to meet the educational needs of our students. In addition, simulation experiences in the program s skills laboratory compliments select clinical experiences. A complete list of the clinical facilities is presented in Criterion 4.11 Faculty take an active role in identifying possible clinical training sites. Suggestions are made to the department chair and program director. After visiting a facility to determine its appropriateness, faculty and the program director decide whether or not to use a clinical facility based on the following criteria: number and variety of patients adequacy of nursing personnel ability to support achievement of student learning outcomes currency of nursing practice / reflect best practices dedication to student learning experiences availability for student experiences Contractual agreements with clinical agencies are written and developed using LSSC and agency input. A full discussion of the Educational Service Agreements (ESA) is presented in Criterion Feedback from faculty and students is used to assess whether the facility is meeting students learning needs and allowing them to achieve their student learning outcomes for the clinical course. At the end of each semester students complete a survey to assess their experience and overall satisfaction with the assigned facility. Surveys are anonymous and students are requested to complete them honestly. Although the return rates were high when surveys were completed in paper and pencil format, since the college has gone to a computer-based survey system the response rate has dropped significantly, often less than 25 percent. Although the director has met with classes to explain the need for all students to respond, and faculty remind students of the importance of the data, the response rate remains low. The department is exploring other evaluation methods for the academic year, such as paper and pencil surveys, Turning Point clickers, and focus sessions. In spite of the low survey responses, students who do respond provide consistently positive evaluations of the clinical sites and express appreciation for the support they receive in achieving their learning outcomes. Faculty also report consistently that these facilities provide environments that support appropriate student learning. A copy of agency evaluations by faculty is available in the document display room. Whenever an agency concern is registered by faculty and/or student the department chair and the director review the situation to determine if the facility continues to support student learning. In the event that a facility is identified as deficient, the director will meet with the facility administration to discuss the issues to determine if a resolution is possible. If a solution is not possible, the program discontinues use of that facility. Local hospitals in Lake, Orange, and Sumter counties are used for clinical assignments in acute care. These hospitals expose students to state-of-the-art facilities that meet current standards of care, practice, and use of technology. The four major hospitals used for acute care clinical experiences include Florida Hospital Waterman, Leesburg Regional Medical Center, The Villages Regional Hospital, South Lake Hospital, and Orlando Health Center, Inc. All hospitals provide exceptional learning opportunities for LSSC nursing students. Page 149

151 Florida Hospital Waterman is part of the Adventist Health Care System. Located in Tavares, this is a 269 bed acute care facility where students gain clinical experiences in maternal and child care, critical care, oncology, medical and surgical units, perioperative care, emergency department, critical care, and cardiac catheterization. Students also have access to the cancer institute, wound care center, heart center, community primary health clinic, home health care, and an award winning knee and hip replacement program. Leesburg Regional Medical Center, located in Leesburg, and The Villages Regional Hospital, located in The Villages, are both Central Florida Health Alliance facilities. Together they serve the local population with a total of 543 beds. Both have won awards for excellence in patient care and an ongoing commitment to patient-centered practice. Each provides excellent clinical practice opportunities for LSSC nursing students. The Leesburg facility has been recognized as one of Florida s top five open heart surgery centers, among the top 20 percent of best performing health systems in the country, a five-star recipient for overall orthopedic services, and an achievement award for their stroke program. Areas currently used for student clinical opportunities include medical and surgical units, pediatrics, obstetrics, special care units, perioperative services, a wound care center, the cardiac catheterization lab, emergency department, and critical care units. Clermont s South Lake Hospital is a 122 bed acute care facility that serves the population of south Lake County. This hospital, ranked third of 14 central Florida hospitals in orthopedics, is part of the Orlando Health system. Students on LSSC s South Lake campus are afforded clinical opportunities in medical surgical acute care, obstetrics, critical care, perioperative, emergency, home health, wound care, and cardiac catheterization. Orlando Health Center, Inc., in Ocoee, Florida is a general medical and surgical hospital. This facility provides clinical experience opportunities in medical/surgical nursing and obstetrics. Health Central is a 399 bed facility recognized with several awards for outstanding performance as a leader in the medical field. Students are assigned to a clinical facility at the beginning of their program of study and continue their clinical education in the same facility. They are assigned to facilities based on the number of units and space available in the facility, faculty available for that facility, and geographic convenience for students. As all facilities have different electronic medical record systems, medication administration systems, and other various technologies, the faculty have found it best to let students complete their entire acute care experience in one facility rather than dedicate valuable clinical hours to repetitive orientations and training in differing technologies among different facilities. This practice has been successful in helping students achieve their learning outcomes in a familiar environment. All bridge track students complete their acute care training at Leesburg Regional Medical Center. Along with rotations in the acute care setting, students also gain community experiences in pediatric, mental health, long term care, geriatrics, and hospice settings. Some community experiences are observational in nature as students are not always under the direct supervision of faculty while in these environments. Students are often paired with health care employees from the respective agency. Faculty are available by phone should a problem arise while the student is in one of these experiences. The variety of opportunities available to students for achieving their student learning outcomes is more than adequate and all experiences support successful completion of program outcomes. Page 150

152 CRITERION 4.10 Students participate in clinical experiences that are evidence-based and reflect contemporary practice and nationally established patient health and safety goals. In the first week of the second, third, and fourth semesters all general track students participate in a day long Clinical Skills Fair. The following outcomes are expected of every student (two through six are adapted as needed to reflect The Joint Commission s 2014 Hospital National Patient Safety Goals): 1. Demonstrate proficiency with clinical nursing skills. 2. Demonstrate accurate patient identification. 3. Use appropriate abbreviations, acronyms, symbols and dose designations as prescribed by the Joint Commission. 4. Demonstrate the ability to give medications safely. 5. Demonstrate infection control methods. 6. Demonstrate hand hygiene as prescribed by the Centers for Disease Control. These skills are leveled into second and third semester groupings. During the fourth semester students are responsible for all skills. Second semester students are held accountable for only those skills taught in the first semester. These skills include medical hand washing, patient identification, conducting a general survey, application of sterile gloves, vital signs assessment, oxygen sat assessment, indwelling catheter insertion, sterile dressing application, basic physical assessment, and medication dosage calculations. In addition to these, fourth semester students perform a head to toe assessment, care for a patient with continuous bladder irrigation, perform medication administration, IV insertion, care of the patient following indwelling catheter discontinuation, newborn assessment, post-partum assessment, anticoagulation therapy, blood transfusion, advanced medication dosage calculations, basic interpretation of lab values, basic interpretation of acid/base values, and peripheral IV lock flush. The student s assigned clinical instructor evaluates these skills as they are demonstrated. If the performance is not satisfactory, the student is referred to the skills lab for remediation. Successful mastery of leveled skills is required before the student can proceed to the clinical practice site. Patient safety is a major focus in every clinical course. This is evidenced by specific course outcomes and is reflected in the tools used to evaluate student achievement of those outcomes. Table provides a sample of specific clinical course outcomes and behaviors that reflect the Hospital National Patient Safety Goals Page 151

153 Table National Patient Safety Goals as Demonstrated in Clinical Courses Hospital National Patient Safety Goals NUR 1234L Clinical Nursing I NUR 1242L Clinical Nursing II NUR 2220L Clinical Nursing III NUR 2224L Clinical Nursing IV NUR 2801L Clinical Practicum Goal 1: Improve the accuracy of patient identification. Role competency: 4.2 Identifies patient correctly before performing any nursing interventions. 4.8 Follows appropriate National Patient Safety Goals. Role competency: 1.8 Demonstrates the procedure for properly identifying patients Implements appropriate Joint Commission patient Safety Goals. Role competency: 1.5 Provide a safe physical and psychosocial environment. Course outcome: 2. Formulate safe and appropriate clinical decisions for 2-4 adult or pediatric clients in a variety of settings using evidenced based scientific knowledge. Course outcome: 6. Illustrates competency in the delivery of safe and effective client centered care. Role competency: 6.4. Identifies client correctly before performing procedures. Course outcome: 3. Demonstrate competent and safe implementation of clinical nursing skills in meeting clients' psychosocial and physiological needs. Role competency: 3.e. Implement appropriate patient safety goals; i.e. identify patients correctly, improve staff communication, administer medications safely, prevent infection, check patient medications, identify patient safety risks. 3.g. Perform nursing skills competently. Goal 2 Improve the effectiveness of communication among caregivers. Course outcome: 3. Demonstrate communication skills and professional behaviors in the lab and clinical settings. Role competency: 4.8 Follows appropriate National Patient Safety Goals. Role competency: 4.3 Communicates relevant, accurate and complete information in a concise and clear manner. 4.7 Interacts and communicates with multidisciplinary health care team members based on an understanding of the team member s roles and functions Implements appropriate Joint Course outcome: 3. Collaborates with client, family, and interdisciplinary teams to educate and provide safe, effective client centered care. Role competency: 3.2 Communicates effectively with members of interdisciplinary team. Role competency: 4.2 Communicates effectively with members of interdisciplinary team. Course Outcome: 1. Interact appropriately through verbal, nonverbal, and written communication with patients, families, and members of the health care team. Role competency: 3.e Implement appropriate patient safety goals; i.e. identify patients correctly, improve staff communication, administer medications safely, prevent infection, check patient medications, identify patient safety risks. Page 152

154 Table National Patient Safety Goals as Demonstrated in Clinical Courses Hospital National Patient Safety Goals NUR 1234L Clinical Nursing I NUR 1242L Clinical Nursing II NUR 2220L Clinical Nursing III NUR 2224L Clinical Nursing IV NUR 2801L Clinical Practicum Commission patient Safety Goals. Goal 3 Improve the safety of using medications. N/A Students do not give meds this semester Role competency: 1.4 Implements a plan of care within the parameters of knowledge and experience Implements appropriate Joint Commission patient Safety Goals. Role competency: 2.1 Make clinical judgments and management decisions to ensure accurate and safe care. 2.3 Implement an appropriate evidence based plan of care 2.4 Evaluate effectiveness of interventions in meeting expected client outcomes and ensuring safety. Course outcome: 6. Illustrates competency in the delivery of safe and effective client centered care Role competency: 6.5 Administers medications and IV fluids appropriately and safely. Role competency: 3.e Implement appropriate patient safety goals; i.e. identify patients correctly, improve staff communication, administer medications safely, prevent infection, check patient medications, identify patient safety risks. 3.g. Perform nursing skills competently. Goal 6 Reduce the harm associated with clinical alarm systems. Role competency: 4.7 Utilizes equipment safely and properly. 4.8 Follows appropriate National Patient Safety goals. Role competency: 1.7 Demonstrates safe use of medical equipment and supplies Implements appropriate Joint Commission patient Safety Goals. Role competency: 1.5 Provide a safe physical and psychosocial environment. 2.1 Make clinical judgments and management decisions to ensure accurate and safe care. Role competency: 6.2 Identifies errors/potential errors and hazards of care and implements plan of care to protect client. Role competency: 3.e Implement appropriate patient safety goals; i.e. identify patients correctly, improve staff communication, administer medications safely, prevent infection, check patient medications, identify patient safety risks. Goal 7 Reduce the risk of health care associated infections. Role competency: 4.4 Maintains safe, clean environment for self and others. Role competency: 1.9 Demonstrates knowledge of medical and surgical asepsis and procedures such as Role competency: 6.5 Demonstrate knowledge of medical asepsis and practice procedures such as hand- Role competency: 6.2 Identifies errors/potential errors and hazards of care and implements plan of Role competency: 3.e Implement appropriate patient safety goals; i.e. identify patients correctly, improve staff communication, administer medications safely, prevent Page 153

155 Table National Patient Safety Goals as Demonstrated in Clinical Courses Hospital National Patient Safety Goals NUR 1234L Clinical Nursing I NUR 1242L Clinical Nursing II NUR 2220L Clinical Nursing III NUR 2224L Clinical Nursing IV NUR 2801L Clinical Practicum 4.6 Performs procedures according to established standards and facility policies. 4.8 Follows appropriate National Patient Safety Goals. hand washing and infection control techniques Implements appropriate Joint Commission patient Safety Goals. washing and isolation. care to protect client. infection, check patient medications, identify patient safety risks. Goal 15 The hospital identifies safety risks inherent in its patient population. Role competency: 1.2 Utilizes the nursing process to identify patient problems 4.8 Follows appropriate National Patient Safety Goals. Role competency: 1.6 Recognizes safe and unsafe patient care conditions and reports safety hazards Implements appropriate Joint Commission patient Safety Goals. 2.2 Sets goals and priorities with instructor s guidance to solve problems and prevent complications. Role competency: 6.1 Identifies health risks based on client need. 6.2 Identifies risk for potential complications. 6.3 Develops appropriated plan of care that includes strategies to prevent complications. Role competency: 6.2 Identifies errors/potential errors and hazards of care and implements plan of care to protect client. 6.3 Maintains a safe physical and psychosocial environment for patient and self. Role competency: 3.e Implement appropriate patient safety goals; i.e. identify patients correctly, improve staff communication, administer medications safely, prevent infection, check patient medications, identify patient safety risks. Page 154

156 Faculty assessment the clinical sites affirms that clinical facilities serving LSSC s program follow best practices in patient health and safety goals. The National Patient Safety Goals are routinely demonstrated through clinical practice standards enforcing patient identification standards, hand washing, safe medication practice, the use of protective equipment in high risk situations, and perioperative site marking and pause standards. Faculty agree that these facilities provide a variety of learning experiences directly related to student learning needs and the environments that support achievement of student learning outcomes. This is evidenced by elumen data that demonstrates student achievement of clinical course learning outcomes. CRITERION 4.11 Written agreements for clinical practice agencies are current, specifically expectations for all parties, and ensure the protection of students. The standard Educational Service Agreement (ESA) provides standardized obligations of the college and obligations of the clinical practice agencies. Appendix B provides the standard ESA used by the college including a full description of the expectations of all parties as well as protection for students. In select situations, the hospitals have required modification. In these cases, college attorneys have ensured that full expectations for all parties are described and that students are fully protected. In all cases, there are full assurances that students have access to full experiences to ensure that course and student learning program outcomes can be met. A full copy of all active ESA s is available in the document display room. ESAs are currently held with 13 clinical agencies. A review of these agreements demonstrates that all are current, include specific expectations for all parties involved, and protect students. The ESA is executed for every facility used for interventional clinical experiences where students provide patient care under the direction of faculty members or preceptors. Table lists the facilities with which LSSC has an agreement, relevant dates, learning opportunities provided, and semester the facility is used. Table Facilities and Related Learning Experiences Facility ESA Date Student Experiences Semester Used Central Florida Health Alliance Leesburg Medical Center Leesburg, Florida Central Florida Health Alliance - The Villages Regional Hospital The Villages, Florida Florida Hospital Waterman Tavares, Florida 1986 Updated 2006 Reviewed annually. Ongoing 2002 Reviewed annually. Ongoing 1986 Updated 2009 Medical/Surgical Units Critical Care Obstetrics Perioperative Wound Care Center Cardiac Cath Lab Medical/Surgical Units Critical Care Obstetrics Perioperative Wound Care Center Cardiac Cath Lab Medical/Surgical Units Critical Care Obstetrics First Second Third Fourth First Second Third Fourth First Second Third Page 155

157 Table Facilities and Related Learning Experiences Facility ESA Date Student Experiences Semester Used (includes Florida Hospital Waterman Home Health) South Lake Hospital Clermont, Florida Orlando Health Central, Inc. Ocoee, Florida Cornerstone Hospice & Palliative Care Lifestream Behavioral Center Leesburg, Florida Colonial Lakes Health Center Winter Garden, Florida Community Medical Care Center Leesburg, Florida Lake Harris Healthcare Center Leesburg, Florida Sumter County Health Department Bushnell, Florida Edgewater Healthcare and Rehabilitation Center Mt. Dora, Florida Thomas E Langley Medical Center Sumterville, Florida Reviewed annually. Ongoing 1999 Updated 2008 Reviewed annually. Ongoing 1999 Updated 2006 & 2013 Reviewed annually. Ongoing 1991 Update 1997 & 2006 Reviewed annually. Ongoing 1986 Updated 2007 Reviewed annually. Ongoing 2002 Updated 2007 Reviewed annually. Ongoing 2002 Reviewed annually. Ongoing 1998 Updated 2006 Reviewed annually. Ongoing 2001 Updated 2007 Reviewed annually. Ongoing 1998 Updated 2007 Reviewed annually. Ongoing 1997 Updated 2006 Reviewed annually. Ongoing Perioperative Wound Care Center Cardiac Cath Lab Cancer Center Medical/Surgical Units Critical Care Obstetrics Perioperative Wound Care Center Cardiac Cath Lab Home Health Medical/Surgical Units Critical Care Obstetrics Operating Room Wound Care Center Cardiac Cath Lab Observational Experience inpatient unit Behavioral Health- Inpatient Unit Geriatric LTC Outpatient Clinic indigent chronic care Geriatric LTC Public Health Geriatric LTC Community Health Clinic Fourth First Second Third Fourth First Second Third Fourth Second First First Not currently utilized Not current utilized Not currently used Not currently used Not currently used Page 156

158 CRITERION 4.12 Learning activities, instructional materials, and evaluation methods are appropriate for all delivery formats and consistent with the student learning outcomes. Learning activities, instructional methods, and evaluation are developed in coordination with student learning outcomes and are based on best practices for seat-based, technologyenhanced, and hybrid courses. There are currently no courses that are offered in different modalities. Theory content of nursing courses is evaluated through a variety of methods including multiple -choice examinations, problem-based learning assignments, and group projects resulting in peer presentations. Hybrid courses include discussion boards, online case study analyses, and other interactive learning activities, e.g. SimChart case studies and related activities. HESI assessments are required of students throughout their course of study to increase their confidence and familiarity with course content and test taking skills. Students may also test themselves by creating Elsevier s Adaptive Quizzes in a wide variety of subject areas. Students are expected to demonstrate, through a variety of activities, how they are meeting the learning outcomes for clinical courses. They develop patient data profiles, care plans, and concept maps to provide care and educate patients. Students are actively involved in evaluating their clinical performance with the clinical instructor and/or preceptor. Faculty members and students have ready access to technology assistance through the college Help Desk. Faculty receive technical support and instruction in the utilization of Blackboard 9.1, and students have access to technical support for Blackboard courses and the college s and nursing program s websites. As referenced earlier in this document, all full- time faculty members have been trained to maximize use of Blackboard 9.1 and the Quality Matters principles and rubric. As more courses are migrated to the hybrid delivery format, the Quality Matters evidenced-based national standard for online course design development serves as a reference and guiding format. Page 157

159 Standard 5 Resources Fiscal; physical, and learning resources are sustainable and sufficient to ensure the achievement of the student learning outcomes and program outcomes of the nursing education unit. CRITERION 5.1 Fiscal resources are sustainable, sufficient to ensure the achievement of the student learning outcomes and program outcomes, and commensurate with the resources of the governing organization. Lake-Sumter State College (LSSC) is a state-funded public institution of the Florida College System. Fiscal resources for the nursing program include funding from state appropriations, student tuition and fees, local area hospitals, the LSSC Foundation, and grants. Annual budgetary allocations are adequate to support the purpose of the nursing program and are sufficient to ensure the achievement of student learning outcomes and program outcomes. One of the primary financial tools used by LSSC to ensure that financial resources are properly managed is the development and implementation of the annual operating budget. As part of the annual budget process, all budget managers are invited to the college s planning council to present budget expansion and cost-to-continue requests. After meeting with budget managers, the associate vice president of business services compiles a draft of all requested financial resources and distributes the list of funding requests to the planning council and president s cabinet for institutional prioritization. A final draft of the college-wide institutional budget is then recommended to the board of trustees for review and approval by the LSSC Board of Trustees. The nursing director is the budget manager for the program. Although there is one nursing program budget, the director administers the budget for both campuses (Leesburg and South Lake) to ensure budget adequacy and appropriateness to support student learning. Faculty members submit items needed for instructional support to the director annually and as needed, for consideration in budget planning. The nursing director keeps a prioritized list of un-funded requests in the event that additional funds, e.g. lottery dollars, become available throughout the fiscal year. In addition to state appropriations, tuition, and fees, financial support from hospital partners and grant funds are used to enhance learning activities and develop specialized projects. The program budget is equitable to other departments based on the number of full-time equivalent (FTE) personnel. Because of the need to attract highly qualified nursing professionals, the personnel budget for nursing faculty is approximately 20 percent higher than for other departments, enabling the college to offer competitive salaries with competing agencies. The nursing budget for the past three years is presented in Table and shows a slight increase in funding each year. This table highlights the college s commitment to the financial success of the program s operation and provides a comparison of the nursing program budget with the Page 158

160 biology program budget. Operating budgets for the nursing program for the past three years are available in the document display room. Table Comparison of Nursing versus Biology Department Budgets Nursing Department Budget Biology Department Budget * YEAR FTE BUDGET YEAR FTE BUDGET $ 1,439, $ 614, $ 1,442, $ 729, $ 1,458, $ 699,061 * The Biology Department was selected as a comparable department because of its lab-based components. Educational program reviews, which are conducted by faculty on a three-year cycle, provide information on each program s effectiveness. The most recent program review for nursing was completed in and identified strengths, areas needing development, and future plans. Recommendation 6 of the ADN program review focused on equitable facilities available for students on the South Lake campus. Specifically, the recommendation was, by 2015, to enlarge the South Lake skills lab and build a simulation lab comparable to the one on the Leesburg campus. The college has received three million dollars for planning a state of the art science building that will include lab space and will request additional building funds in An annual employee satisfaction survey is distributed to all faculty and staff to assess their satisfaction with the LSSC working environment. On the Employee Satisfaction Survey, specifically question 2.2, employees were asked to rate their satisfaction (very satisfied, satisfied, somewhat satisfied, dissatisfied, or very dissatisfied) with specified issues. Of the 220 responses to item 2.2, What is your level of satisfaction that LSSC provides the resources (e.g., technology, equipment, supplies) needed to perform your job duties to ensure service excellence? 71 respondents indicated they were very satisfied; 52 were satisfied; 61 were somewhat satisfied; 31 were dissatisfied; and 5 were very dissatisfied. LSSC has a separate technology budget, which is reviewed annually by the technology planning committee (TPC). This committee includes broad-based representation of faculty, staff, and college administrators and is responsible for oversight and coordination of college-wide technology. The TPC actively solicits the involvement and input of all college stakeholders in its planning. The committee meets monthly to review requests and make recommendations. The TPC reports on its activities to the college planning council and cabinet. For the academic year, approximately $350,000 was allocated by the institution for replacement of outdated technology. The committee has approved a targeted replacement cycle of approximately six years for desktop and laptop computers, ten years for AV projectors, and five years for servers. There are other sources of funding for the nursing department. These include hospital contractual support, McLin Medistation Grant, Central Florida Area Health Education Center (CFAHEC) Grant, Occupational Safety & Health Administration (OSHA) Susan Harwood Page 159

161 Capacity Building Development Grant, and LSSC Endowed Scholarships through the Foundation. Documenting support, Table 5.1.2: documents the value of these additional funding sources for the nursing program. Table Additional Funding Sources for the Nursing Program Source Totals S. Harwood Training Grant $ 122,563 $ 138,219 $ 103,964 $ 364,746 CFAHEC Tobacco Prevention $ 2,000 $ 1,500 $ - $ 3,500 McLin Medistation Grant $ 6,660 $ 28,294 $ 34,954 Endowed Scholarships $ 28,554 $ 68,350 $ - $ 96,904 Hospital Contractual Grants $ 213,431 $ 374,586 $ 232,000 $ 820,017 Totals $ 373,208 $ 582,655 $ 364,258 $ 1,320,121 Each college department submits a budget request for anticipated travel expenses as part of the annual budget cycle. In addition to departmental travel funds, the college establishes an annual budget for staff and program development (SPD) during the annual budget development cycle. Faculty and staff are eligible to receive up to $1,500 annually for tuition and professional conference expenses for the purpose of improving their effectiveness as an educator or clinician. Full-time employees are eligible to submit an application for registration, travel, and related costs to attend appropriate conferences or courses. The college s SPD committee, comprised of faculty and staff representatives from across the college community, reviews requests and makes awards on a case-by-case basis. Table lists the overall SPD budget available and SPD fund expenditures for Nursing for the years Table Staff and Program Development Funding Source Totals SPD Funded Nursing Tuition & Conferences $ 3,834 $ 5,162 $ 3,500 $ 12,496 SPD General Funding Tuition/Conferences $ 36,142 $ 33,424 $ 58,094 $ 127,660 Totals $ 39,976 $ 38,586 $ 61,594 $ 140,156 CRITERION 5.2 Physical resources are sufficient to ensure the achievement of the nursing education unit outcomes, and meet the needs of the faculty, staff, and students. The LSSC nursing program is housed on the Leesburg and the South Lake campuses. The primary nursing facility for the Leesburg campus is the Health Sciences Center (HSC), and for Page 160

162 the South Lake campus, Building 1, with an additional classroom in Building 2. All campus facilities have computer laboratories and are handicap accessible. LEESBURG CAMPUS, HEALTH SCIENCES CENTER FACILITIES The primary purpose of the HSC, a 27,324 square foot building on the Leesburg campus, is to support the nursing program. The center consists of three designated nursing classrooms (Rooms 205, 207, and 208), two skills and simulations labs (Rooms 109 and 206), an auditorium, student and faculty break areas, conference rooms (Rooms 116, 124, and 227), learning resources/media room, offices for faculty and staff, and a Wellness Center. All classrooms are equipped with computers, Internet access, LCD projectors, DVD players, document cameras, whiteboards, and Classroom Participation Systems (CPS) capability. This building is well-equipped with instructor-controlled audio visual, lighting, and other related classroom systems to enhance and encourage efficient instruction and academic success. The HSC includes two nursing skills and simulation labs. Room 109 on the first floor is equipped with four hospital beds with over-bed and bedside tables. Each station has a privacy curtain for student testing and for simulating a hospital environment. Room 109 also has an examination table with stirrups for a birthing manikin, an ER simulation room with windows for observation, a video camera, and a debriefing room with table, chairs, and whiteboard. Three low fidelity simulators are available on which students may practice. Linens, a medication station, sinks, and a nurse s station are also included. Room 206, on the second floor, is similarly furnished but with five beds. Also included are a simulated wall unit for oxygen, suction, and IV pumps. Selected beds have high- and low-fidelity manikins. a NOELLE simulator, two SimMan, simulators and a VitalSim. Two of the hospital beds also have VitalSim manikins, a SimBaby, and a VitalSim boy that can be moved to other beds for pediatric simulation and skills practice. In addition, a medication room with medication cart and computerized medicine dispensing system, two exam rooms, and a storage room with laundry facilities and storage closet form a flexible and dynamic aspect of the lab. Three sinks are available for use. Computers for simulated intravenous access practice are also provided. Storage closets, tables with chairs, classroom technology for media presentations, wireless Internet access and two desktop computers in a nurse s station are also in this lab. A student lounge, located on the second floor of the HSC, is equipped with lockers, a microwave oven, a refrigerator, a table, and chairs. Small seating areas are available on both the first and second floors of the HSC, and there are outside seating areas for students and faculty. Students on the Leesburg campus also have access to an air-conditioned cafeteria in the Student Center building and an outside dining area. The nursing director, department chair, and support staff are located on the second floor of the HSC. Their offices are equipped with desks, chairs, computers with Internet access, telephone, bookcases, and locking file cabinets. Faculty members share a printer. Student records are electronically filed on a secure network drive and physical files are secured in HSC 119 with limited access through the program director, program coordinator, administrative assistant, and college facilities director. Page 161

163 SOUTH LAKE CAMPUS, BUIDINGS 1 AND 2 FACILITIES The nursing program at the South Lake Campus occupies 4,523 square feet of a 26,818 square foot facility (Building 1) and includes a designated classroom (Room 118). There is one skills/simulation lab on the South Lake campus located in building 1, room 119. This lab is 1,225 square feet and is used for lab demonstrations, practice, skills testing, and simulation. This lab includes high and low fidelity simulators. The lab has a SimMan, six low-fidelity simulators, a NOELLE simulator, and a SimBaby. Another infant simulator is available for pediatric skills and simulation activities. The lab simulates a hospital setting, with six hospital beds, bedside tables, and curtains surrounding the beds. At each bedside there is an overhead simulator for suctioning and oxygen equipment. IV pumps are available at some of the bedsides. The lab also includes a computer with internet access, projector, tables and chairs to accommodate students. There are two small rooms off the main skills lab. One room simulates a medicine room and can be used for individual student testing. The other small room off of the lab is used for computers that simulate IV insertion. The South Lake campus administrative assistant occupies an office (Room 107) adjacent to the lobby in Building 1, yet is near the nursing faculty offices. This is a limited-access office equipped with a desk, chairs, computer with Internet access, a telephone, bookcases, and locking file cabinets. The South Lake nursing faculty share a conference room (Room 114), which is adjacent to their offices in Building 1. South Lake Campus Building 2 is a joint-use facility which has a designated 720 square foot classroom for the nursing program. South Lake Campus nursing students have access to an air conditioned eating area with tables, chairs, and vending machines in Buildings 1 and 2, and a café is located in the library building. Small seating areas for students and faculty are also available in both buildings. Each full-time faculty member on both campuses has a private office equipped with a telephone, computer with Internet access, desk, chairs, lockable file cabinet, and bookcase. On the Leesburg Campus, a copier/scanner is located in the nursing department. On the South Lake Campus, nursing faculty and staff share a copier/scanner with faculty from other disciplines. Adjunct faculty on the Leesburg campus have use of two designated adjunct offices (Rooms 110b and 226) equipped with computers with Internet access, telephones, access to printers and lockable storage cabinets. The South Lake Campus adjunct faculty members have access to a desk, computer, printer, and telephone in the nursing pod. All faculty members have access on each campus to a fax machine, shredder, office supplies, and mail slots. These office and work areas are adequate to meet the needs of faculty. Nursing students have access to a media room on each campus. With consensus approval from the nursing faculty and the director, new materials are ordered in duplicate to maintain resource consistency on each campus. There has been a significant shift to online media offerings for students. Both campuses are equipped with wireless Internet access that is available to students during classroom presentations. All of the equipment in the classrooms, labs, ancillary rooms, and Page 162

164 offices meet the requirements to address the needs for faculty, staff, and students and support the nursing program. Tables and provide the detail of square footage of all nursing areas on the two campuses. Table Nursing Department Space Size of Nursing Department Facility on Leesburg Campus Square Footage Classrooms 1,050 Skills Laboratory 2,110 Simulation Laboratory 1,202 Computer Laboratory 1875 Media Room 569 Auditorium 1,502 Community and Conference Rooms 1,202 Wellness Center 2,216 Faculty Offices 875 Support Staff Offices 1,967 Student Lounge 194 Faculty Lounge 282 Simulated Office/Waiting Room 450 Workroom 120 Open Labs 3,506 Table Size of Nursing Department Facility on South Lake Campus Nursing Department Space Square Footage Classrooms 2173 Skills Laboratory 1995 Support Staff Office 75 Faculty Offices 732 Student Lounge 450 Learning Center 1576 Workroom 116 Auditorium 1423 Community and Conference Rooms 3600 Faculty Lounge 200 Physical resources related to technology include teaching stations in the classrooms and labs and technology in faculty offices. Each year the college s technology inventory is tallied, reviewed, categorized, and processed through a first-in, first-out (FIFO) replacement planning cycle. Academic needs are weighted much higher when developing the Technology Refresh Page 163

165 Plan; therefore, classrooms and labs are almost always given a higher priority. The Technology Refresh Plan is then presented to the college s Technology Planning Committee for review, comment, and ultimate approval; the final list is recommended to the president s cabinet for adoption and funding. The college s refresh standards and replacement plan are presented in the LSSC Technology Plan, available for review in the document display room. Most nursing classrooms are smart classrooms equipped with LCD projectors for PowerPoint presentations, DVD projection and document cameras. For any area not fully equipped, faculty may request portable audio-visual equipment. Computer carts equipped with an LCD projector, document camera, DVD player, VCR and LCD projector are available for classroom use. elearning staff is available for training purposes. A Turning Point interactive student response system is available for use in the classroom for faculty to gain quick access to student understanding when presenting difficult subjects. As discussed previously, the nursing skills labs on both campuses are equipped with state-ofthe-art simulation technology. Skills lab content is taught by full-time and part-time faculty members who have also demonstrated expert clinical skills. There are 50 HP core i7 computers designated for nursing students in the computer labs (HSC Rooms 107 and 108) on the Leesburg campus. The Leesburg campus library provides an open computer lab which may be used any time the library is open. The lab has 36 desktop computers using Windows 8.1 with Microsoft Office 2013 Professional. Dedicated science lab computers are also in the Learning Center. An Optelec machine for reading assistance is available in the Learning Center. The Cooper Memorial Library on the South Lake campus offers nursing students access to 64 public computers (Room 232) and 35 computers in the computer classroom (Room 202). These HP Compaq desktop computers have USB, CD-RW and DVD-R drives. Wireless internet access is available in most buildings at the Leesburg and South Lake campuses so that students can use personal laptops and other mobile devices. Library personnel and IT help desk staff are available to answer questions and resolve problems regarding access to , online registration, online courses and other college resources. CRITERION 5.3 Learning resources and technology are selected with faculty input and are comprehensive, current, and accessible to faculty and students. Lake-Sumter State College provides both on-site and remote library, technology, and learning resources to support the nursing program and faculty. LSSC LEARNING CENTER The resources and technology available in the Learning Center are selected with faculty input through the following ways: Page 164

166 Discussion of needs at nursing department meetings Collaboration with staff from the library, learning center, and information technology departments regarding planning and acquisition of resources Submission of proposals to the nursing director and when applicable, the Technology Planning Committee Submission of budget requests to the nursing director and planning council. Ongoing discussion and collaboration with other units of the college ensure that technology and learning resources are comprehensive, current, and accessible to faculty and students. Specific examples of resources available to nursing students include the Learning Center (LC), and the skills laboratories. The Learning Centers on each campus are dedicated to promoting academic and personal development for all students and provide access to software such as Rosetta Stone and Anatomica. Learning Center staff provide multidisciplinary professional and peer tutoring. Math learning modules and science programs developed for nursing students are available as well as science and math tutors who communicate with nursing faculty regarding specific resource needs of the nursing students. Individual student computer rooms with staff support are available. The LCs provide secure testing areas for make-up testing. The LCs also offer online virtual tutoring through Collaborate. Available online tutoring hours are listed on the LC website and upon login from a Blackboard shell. See Table for hours of live tutoring operation. Table Learning Center Hours of Operation Leesburg Campus Monday through Thursday, 7:30 am-9:00 pm Friday, 7:30 am through 4:30 pm Saturday- closed Sunday-closed Virtual tutoring hours are as posted on the LSSC Learning Center website South Lake Campus Monday through Thursday, 7:30 am-9:00 pm Friday, 7:30 am through 4:30 pm Saturday- closed Sunday-closed Virtual tutoring hours are as posted on the LSSC Learning Center website As discussed in Section 3, an end-of-program evaluation with last-semester students is conducted to solicit their feedback on college-wide support, including the Learning Center, Library, and Computer Labs/IT Services. The evaluation data from these surveys are shown in table The Technology Planning Committee administers a student and a faculty technology survey requesting feedback on the effectiveness of technology at LSSC including the adequacy of the tools used and the responsiveness to technology-related problems. The results indicate a high level of satisfaction on each survey Technology survey responses are reviewed by the Technology Planning Committee for discussion and follow-up. These surveys are available for review in the document display room. Page 165

167 NURSING PROGRAM SKILLS LABORATORY The skills laboratory is specific and unique to the nursing program. Equipment and AV materials used in the skills laboratory are purchased as needed upon the recommendation of the faculty for specific course and program needs. The nursing program also seeks specific department technology and software to support specific program goals. An example is the recent acquisition of a medication administration system on each campus to support student competency in the administration of medications. Another example is the licensing of Elsevier s SimChart and the Simulation Learning System that provides simulation experiences for electronic health record documentation and patient care. Students pay lab fees used to purchase a lab kit issued at the beginning of the program. These fees cover disposable supplies used by in the lab throughout the program as well as access to the Elsevier electronic products. These fees also cover (as approved) the cost of equipment maintenance, repair, and warranties. As discussed in Standard 3, an end-of-program evaluation is conducted to solicit students feedback on the Nursing Skills Lab. The evaluation data from these surveys are shown in table LSSC LIBRARIES A full-service library is available on each of the college s three campuses. The primary mission of the Lake-Sumter State College libraries is to provide high-quality resources, instruction, and research services to increase student success and to support faculty and staff. The college libraries offer diverse collections of materials in print, audio-visual, and electronic formats. Online databases provide in-library and remote access to full-text periodicals, newspapers, streaming video files, digital images, and reference materials. Library resources and services are comparable at each campus that serves the nursing program. The libraries website provides access to the library catalog, online databases, subject guides, course guides, research guides, and a self-paced information literacy tutorial. Physical items are routed via campus courier with next-day service. Reference librarians are available at all three libraries during all hours the libraries are open. Library resources are selected and discarded with faculty input. Through close collaboration between librarians and nursing faculty, appropriate library materials remain current and comprehensive. To ensure that collections are current, the collection development librarian annually sends lists of current holdings to the nursing director and faculty members. In addition, nursing faculty are encouraged to submit orders for needed supplemental materials Librarians also scan publishers flyers and book review journals e.g. Choice, to keep nursing faculty apprised of newly published books. Librarians also use an online selection tool, Resources for College Libraries, to identify core nursing materials. The libraries Collection Development Policy, which governs selection and purchase of library materials, was last revised in January 2014 to ensure the needs of the nursing program are met. Page 166

168 Total library holdings as of June 30, 2014 include 70,870 print book volumes, 222,832 e-books, 127 print periodicals, approximately 61,000 online periodicals, and 107 online databases. General databases include Academic Search Complete, Expanded Academic ASAP, JSTOR, and Newsbank. As of July 10, 2014, there are 175 books in the nursing collection (LC class RT) in the Leesburg library, 125 in the South Lake library, and 381 nursing e-books accessible online. In addition, there are 2,035 books in the medical collection (LC class R) in the Leesburg library and 387 in the South Lake library. There are 13,168 e-books in the online medical collection. The library houses a streaming video collection, Films on Demand Master Academic Collection, including a Health and Medicine Video Collection. In addition, the medical and nursing databases available for students include CINAHL Plus with full text, MEDLINE with full text, SMART Imagebase, and Springer ejournal collection. The libraries offer interlibrary loan services, and a statewide courier service provides efficient delivery of materials from other Florida colleges and universities. LSSC has a reciprocal borrowing agreement with the 27 other institutions in the Florida College System, and the 12 State University System of Florida libraries. These agreements allow LSSC students, faculty, and staff with an LSSC library card to borrow materials. For instance, LSSC students and faculty may go to the University of Central Florida (UCF) library and, with proper identification, check out materials. Upon request, the LSSC libraries will mail a library card to any student who is unable to travel to a campus library. In an effort to provide seamless access to an ever-growing number of online resources, students, faculty, and staff are automatically added to the libraries patron database via data load at the beginning of each semester. Consequently, students have immediate access to the libraries online resources, with or without a library card. Authorized library users may log in to remote library resources using their unique college identification number (the -ID) and a PIN (their six-digit birthdate). Library cards are issued on site or mailed to students, faculty, and staff for the circulation of physical materials. The libraries are open during hours that the majority of students are on campus. See Table for Leesburg and South Lake campus library hours. Table Library Hours of Operation Campus Days of the Week Fall and Spring Session Leesburg South Lake Monday Thursday Friday Saturday Sunday Monday Thursday Friday Saturday Sunday 7:45 AM 9:00 PM 7:45 AM 4:30 PM 10:00 AM 3:00 PM Closed 9:00 AM 7:00 PM 9:00 AM 1:00 PM 9:00 AM 1:00 PM Closed Summer Session 7:45 AM 8:00 PM Closed Closed Closed 9:00 AM 7:00 PM Closed Closed Closed Librarians provide new nursing students instruction in the use of library resources. Incoming bridge students have a library session prior to the start of their summer courses. Incoming Page 167

169 general track students have a session later in the summer before starting classes in the fall. As a part of the sessions, librarians administer a critical thinking activity in which groups of students are asked to separate a stack of periodicals into magazines and journals and describe the characteristics of each. Librarians then lead a discussion about what the students found. There is a demonstration of nursing database resources primarily focusing on CINAHL Plus with Full Text, nursing-specific library guides, and citation resources including EasyBib. Librarians also provide point of need instruction sessions geared toward specific class assignments during the semester. EVALUATION of LIBRARY HOLDINGS and SERVICES LSSC libraries are included as part of the overall assessment process of the college. Examples of outcomes for libraries include the following: Print and online nursing resources are regularly reviewed, and results are used to select books for library collections Use of results of student, faculty, and staff satisfaction surveys to ensure adequacy and relevancy of library services and resources Achievement of compliance with professional standards, such as the Association of Colleges and Research Libraries (ACRL) standards for faculty status for librarians and ACRL information literacy standards Adopting best practices to improve library services and resources and sharing those with peer librarians Analysis of the extent to which libraries have met annual objectives and use of results to improve services and resources Use of data analysis to improve library services and resources Using analysis of peer-review data to improve library services and resources The most recent student satisfaction survey, administered in April 2013, shows a high level of student satisfaction with library services and collections. Examples of actions taken as the result of prior student survey results include the following: The libraries website was completely redesigned in 2007, 2008, 2010, and 2013, taking many survey comments into account. The libraries began a subscription to LibGuides in 2012 in order to standardize library guides in response to student complaints of confusion with the library website. Each year, as part of the college s institutional effectiveness process, the libraries produce an annual report that includes objectives, outcomes, and a summary of the use of selected outcome results. Page 168

170 CRITERION 5.4 Fiscal, physical, technological, and learning resources are sufficient to meet the needs of the faculty and students engaged in alternative methods of delivery. The nursing program has adequate fiscal, physical, technological, and learning resources to support faculty and students engaged in alternative methods of delivery. The nursing program offers fully seated, hybrid, and tech enhanced courses, and the college s hardware and service platforms are more than adequate to serve students in these courses. Class sections taught via alternative delivery methods are equivalent to on-campus (fully seated) sections of the same course in terms of award of credit, objectives, competencies, content, rigor, and transferability. Both the hybrid and tech-enhanced aspect of the nursing program are provided through the LSSC learning management system, Blackboard Learn 9.1. Faculty use this system to deliver content, interact with students, to analyze their assignments, to monitor their discussions, and to administer their examinations. Faculty also create visual and audio presentations using PowerPoint and Camtasia. In addition to course content prepared by faculty, students are directed to web links for additional content and access to such other related activities as Elsevier s Adaptive Quizzing program and persistent links to LSSC library resources such as evidence-based practice articles. Blackboard also provides a secure platform to complete proctored exams, after which faculty can obtain an item analysis for improving test reliability and validity. Faculty and students interact with each other through and through faculty-directed discussion boards. Scheduled office hours and chat time can also be arranged. Blackboard is accessible to students and faculty from off campus locations or through computers located at various sites on campus including those in the Health Science Center at Leesburg and Buildings 1 and 2 at South Lake. Assignments and projects can be submitted through an electronic drop box within Blackboard. The LSSC libraries website was designed to provide easy access to all library resources and services to students who may not physically visit any LSSC library. The website provides access to the libraries catalog and digital collections, provides tutorials and other library instruction resources, describes library services and facilities, and provides contact information for library staff. LSSC librarians continuously enhance the website to provide access to electronic resources, tools, and instructional content by incorporating new web-based technologies: LibAnswers allows students to ask questions via real-time chat or . LibGuides allows librarians and faculty to create subject and course guides that provide online links to specific library resources. A nursing library guide, available at LSSC Library - Nursing, provides links to general books on nursing, nursing databases, to CINAHL database tutorials, to various websites links, to information on APA citation, and to the libraries chat and reference service. Course guides are also available for Management of Care 1 (NUR 1820), Nursing Transition (NUR 2003), and Alterations in Health I Transition (NUR 2721), that provide specific course-related resources, including links to journal articles. Page 169

171 LSSC provides adequate funding for faculty, and staff, and technological infrastructure and services to support distance education. The elearning department, within the Division of Academic Affairs, maintains a budget that supports elearning staff, technology hardware, software, and support services for faculty and students. The primary funding source for distance education is derived from distance learning fees authorized by Florida Statute The college also provides funding for an annual technology refresh to ensure that students and faculty have access to the latest hardware and software. Page 170

172 Standard 6 Outcomes Program evaluation demonstrates that students and graduates have achieved the student learning outcomes, program outcomes, and role-specific graduate competencies of the nursing education unit. CRTIERION 6.1 The systematic plan for evaluation of the nursing education unit emphasizes the ongoing assessment and evaluation of each of the following: Student learning outcomes; Program outcomes; Role-specific graduate competencies; and The ACEN Standards The systematic plan of evaluation contains specific, measureable, expected levels of achievement; frequency of assessment; appropriate assessment methods; and a minimum of three years of data for each component with in the plan. THE ACEN STANDARDS The Lake-Sumter State College (LSSC) nursing program s systematic plan for evaluation (SPE) addresses all ACEN 2013 standards and criteria for associate degree programs. The faculty, staff, and nurse administrator are actively involved in the evaluation process. The process has evolved through the years and has been updated to reflect changes in standards and evolving program needs. When Cynthia Griffin assumed the role of Interim Director of Nursing upon the retirement of Dr. Margaret Wacker on July 1, 2013, the plan was modified to reflect the new 2013 standards and criteria. There were also enhancements made to the documentation of data collection, the communication and documentation of the analysis of data, and the recording of trending of data for each component, which created a more transparent process. In addition, enhancements to the evaluation process were made to involve all full-time faculty more actively in the evaluation process and recognize staff participation in the provision of some of the data. The systematic plan includes all standards and criteria, specific measurable levels of achievement, assessment methods, frequency of data collection, analysis of results, and the action plan based on results. Faculty meet at least monthly during the spring and fall semesters to review the data and develop an appropriate action plan. Faculty meeting minutes reflect this activity. Table identifies which faculty and staff are responsible for each standard. Although all faculty participate in the decision-making process, assigned faculty are responsible for data collection and compilation. Page 171

173 Table ACEN Standard Standard 1: Mission and Administrative Capacity Standard 2: Faculty and Staff Faculty and Assigned ACEN Standards Faculty and Staff Cynthia Griffin June Thompson Susan Reese Mary Dunlap Shirley Bazemore Deb Pate Standard 3: Students Marilee Elias Carolyn Matthews Ruth Visuete Lisa Bailey Standard 4: Curriculum Robyn Winship Irene Owens Standard 5: Resources Marilyn Cole Colleen Carter Diane Litten Deb Dunlap Standard 6: Outcomes Nicole Tinny Cynthia Griffin Trisha Economidis A systematic schedule, developed by the program director, identifies the timetable for all standards and criteria evaluation. Table shows the current schedule that is used to ensure criteria are reviewed as planned. Table ACEN Standard Review Schedule Academic Year January February March April May June July August (q 2 years) September October November December PRN 1.5, 1.6, 1.7, 2.1, , 3.1, 3.2, 3.3, , 4.4, 4.5, 4.6, 4.8, NURSING STUDENT LEARNING PROGRAM OUTCOMES Nursing student performance is evaluated in each clinical course as the student progresses through the program. As shown in Section 4, all clinical course student learning outcomes are mapped to the nursing student learning program outcomes (NSLPOs). Students are expected to progress through the program with increased mastery of the nursing student learning program outcomes. Table shows student evaluation for each clinical course as related to the six Page 172

174 nursing student learning program outcomes. The last semester practicum course, NUR2801L, best evaluates student achievement of the NSLPOs. Table Nursing Student Learning Program Outcomes 1. Interact appropriately through verbal, nonverbal, and written communication with patients, families, and members of the health care team. 2. Coordinate and collaborate with the interdisciplinary healthcare team to assess patients and provide and direct nursing care that promotes optimal wellness of clients throughout the lifespan. 3. Demonstrate competent and safe implementation of the clinical nursing skills in meeting clients psychosocial and physiological needs. 4. Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. Evaluation of Student Achievement of Nursing Student Learning Program Outcomes Semester Course N Exemplary Percent * Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 NUR 1242L NUR 2224L NUR 2801L NUR 1234L NUR 2220L NUR 1242L NUR 2224L NUR 2801L NUR 1234L NUR 2220L NUR 1242L NUR 2224L NUR 2801L NUR 1242L NUR 2224L NUR 2801L NUR 1234L NUR 2220L NUR 1242L NUR 2224L NUR 2801L NUR 1234L NUR 2220L NUR 1242L NUR 2224L NUR 2801L NUR 1242L NUR 2224L NUR 2801L NUR 1234L NUR 2220L NUR 1242L NUR 2224L NUR 2801L NUR 1234L NUR 2220L NUR 1242L NUR 2224L NUR 2801L NUR 1242L NUR 2224L NUR 2801L NUR 1234L NUR 2220L NUR 1242L NUR 2224L NUR 2801L NUR 1234L NUR 2220L NUR 1242L NUR 2224L Competent Percent ** Fair Percent *** Page 173

175 Table Nursing Student Learning Program Outcomes 5. Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice. 6. Implement client/family centered teaching plans that promote self-care and optimal health. Evaluation of Student Achievement of Nursing Student Learning Program Outcomes Semester Course N Exemplary Percent * Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 Spring 2012 Competent Percent ** Fair Percent *** NUR 2801L NUR 1242L NUR 2224L NUR 2801L NUR 1234L NUR 2220L NUR 1242L NUR 2224L NUR 2801L NUR 1234L NUR 2220L NUR 1242L NUR 2224L NUR 2801L NUR 1242L NUR 2224L NUR 2801L Fall 2012 NUR 2220L Spring 2013 NUR 1242L NUR 2224L NUR 2801L Fall 2013 NUR 2220L Spring 2014 NUR 1242L NUR 2224L NUR 2801L * Exemplary = meets and exceeds expected standards consistently ** Competent = meets expected standards consistently *** Fair = meets expected standards inconsistently ROLE-SPECIFIC GRADUATE COMPETENCIES While the global mastery of the nursing student learning program outcomes (NSLPO) was discussed in the previous section, these outcomes have also been mapped to role-specific graduate competencies based on the. Florida Department of Education, Student Performance Standards for Associate Degree Nursing Graduates (document ). A copy of the document is in the document display room. Students preparing to graduate each spring semester are evaluated at the completion of the nursing practicum course (NUR 2801L) for performance in achieving the NSLPOs. In order to satisfactorily achieve these outcomes, students must demonstrate role-specific competencies as identified on the clinical evaluation tool. Students not successfully meeting these outcomes fail the practicum course and do not graduate from the program. Table identifies the competencies and expected level of student achievement. Page 174

176 Table Role-Specific Graduate Competencies as Addressed in the Final Nursing Practicum Course Graduate Specific Competencies Exemplary Percent 2012 Graduates (N = 85) Competent Percent Fair Percent Exemplary Percent 2013 Graduates (N = 74) Competent Percent Fair Percent Exemplary Percent 2014 Graduates (N = 95) NSLPO 1: Interact appropriately through verbal, nonverbal, and written communication with patients, families, and members of the health care team. 1.1 Utilize effective communication skills when interacting with clients, significant others, and healthcare team. 1.2 Communicate relevant, accurate and complete information in a concise and clear manner. 1.3 Report and document assessments, interventions and progress toward client outcomes. 1.4 Utilize appropriate channels of communication to achieve positive client outcomes. 1.5 Utilize information technology to support and communicate the planning and provision of client care. 1.6 Delineate and maintain appropriate professional boundaries in the nurseclient relationship. Competent Percent NSLPO 2: Coordinate and collaborate with the interdisciplinary health care team to assess patients and provide direct nursing care that promotes optimal wellness of clients throughout the lifespan. 2.1 Coordinate the decision making process with the client, significant others, and other members of the health care team. 2.2 Work cooperatively with others to achieve client outcomes Fair Percent Page 175

177 Table Role-Specific Graduate Competencies as Addressed in the Final Nursing Practicum Course Graduate Specific Competencies 2.3 Collaborate with the client, significant others, and health care team to evaluate progress toward achievement of outcomes. 2.4 Interact creatively and openly with others to solve problems to achieve client goals and outcomes. 2.5 Facilitate the continuity of client care. 2.6 Delegate aspects of client care to qualified assistive personnel. 2.7 Supervise and evaluate the activities of assistive personnel. Exemplary Percent 2012 Graduates (N = 85) Competent Percent Fair Percent Exemplary Percent 2013 Graduates (N = 74) Competent Percent Fair Percent Exemplary Percent 2014 Graduates (N = 95) Competent Percent NSLPO 3: Demonstrate competent and safe implementation of clinical nursing skills in meeting clients psychosocial and physiological needs. 3.1 Provide a safe physical and psychosocial environment. 3.2 Assess the client s health status by completing an admission history and physical. 3.3 Assess the client s response to actual and potential health problems. 3.4 Use standards of nursing practice to perform and evaluate client care. 3.5 Implement appropriate JCAHO patient safety goals; i.e. identify patients correctly, improve staff communication, administer medications safely, prevent infection, check patient medications, identify patient safety risks Fair Percent Page 176

178 Table Role-Specific Graduate Competencies as Addressed in the Final Nursing Practicum Course Graduate Specific Competencies 3.6 Practice within the parameters of individual knowledge and experience. Exemplary Percent 2012 Graduates (N = 85) Competent Percent Fair Percent Exemplary Percent 2013 Graduates (N = 74) Competent Percent Fair Percent Exemplary Percent 2014 Graduates (N = 95) Competent Percent Perform nursing skills competently Assess the client s response to interventions. 3.9 Assist the client to achieve optimum comfort and functioning, including the pharmacological management of pain Demonstrate competence with current technologies NSLPO 4: Provide compassionate and culturally sensitive care to a diverse population that personifies the core values and ethics of the nursing profession. 4.1 Practice within the ethical, legal and regulatory frameworks of nursing and standards of professional nursing practice. 4.2 Assess the developmental, emotional, cultural, religious and spiritual influences on the client s health status Advocate for client rights Maintain client confidentiality Protect and promote the client s dignity. 4.6 Demonstrate caring behavior towards the client, significant others, peers and other members of the healthcare team. 4.7 Implement the prescribe care regimen for management of clients within the legal and ethical and Fair Percent Page 177

179 Table Role-Specific Graduate Competencies as Addressed in the Final Nursing Practicum Course Graduate Specific Competencies regulatory framework of nursing practice. 4.8 Adapt care in consideration of the client s values, customs, culture and/or habits. Exemplary Percent 2012 Graduates (N = 85) Competent Percent Fair Percent Exemplary Percent 2013 Graduates (N = 74) Competent Percent Fair Percent Exemplary Percent 2014 Graduates (N = 95) Competent Percent NSLPO 5: Demonstrate effective clinical judgment and decision making utilizing critical thinking supported by scientific knowledge and evidence based practice. 5.1 Assess the client for changes in health status and identified needs Prioritize client care Implement an individualized plan of care. 5.4 Make clinical judgments and management decisions to ensure accurate and safe care. 5.5 Analyze and utilize assessment and reassessment data to plan care. 5.6 Evaluate the effectiveness of care provided in meeting client outcomes. 5.7 Modify client care as indicated by the evaluation of outcomes. 5.8 Use evidence-based information collected electronically or through other means to support clinical decision making NSLPO 6: Implement client/family centered teaching plans that promote self-care and optimal health. 6.1 Assess client and significant others for learning strengths, capabilities, barriers, and educational needs Fair Percent Page 178

180 Table Role-Specific Graduate Competencies as Addressed in the Final Nursing Practicum Course Graduate Specific Competencies 6.2 Develop an individualized teaching plan based on assessed needs. 6.3 Teach the client and significant others the information and skills needed to achieve the desired learning outcomes. 6.4 Evaluate the progress of the client and significant others toward achievement. 6.5 Modify the teaching plan based on evaluation of progress toward meeting the learning outcomes. Exemplary Percent 2012 Graduates (N = 85) Competent Percent Fair Percent Exemplary Percent 2013 Graduates (N = 74) Competent Percent Fair Percent Exemplary Percent 2014 Graduates (N = 95) Competent Percent Florida Department of Education, Student Performance Standards for Associate Degree Nursing Graduates (document rtf). Fair Percent Page 179

181 PROGRAM OUTCOMES LSSC s measurable program outcomes include NCLE first time pass rates, program completion rates, graduate satisfaction with the program, and job placement rates. Each of these is discussed in detail in Criterion 6.4. CRITERION 6.2 Evaluation findings are aggregated and trended by program option, location, and date of completion and are sufficient to inform program decision-making for the maintenance and improvement of the student learning outcomes and program outcomes. LSSC and the nursing department conduct student surveys throughout their education program, upon completion of their program and 6-12 months after graduation from the program. The surveys are designed to gather information about student satisfaction with the program, faculty performance, and college support resources. Over the past few years the college has moved from a pencil and paper survey format to electronic data gathering. There has been a significant drop in the numbers of respondents associated with the switch to electronic surveys which has made interpretation of data more difficult and less meaningful. In the academic year the program director developed modified methods for collecting data. Using clickers or paperand-pencil survey administration in the classroom provided greater response rates for more meaningful data analysis. Although there are some limitations to the data that can be collected and analyzed with these formats they have allowed faculty and administrators to gather responses from a broader range of students. The input from communities of interest is used by program faculty and the director to evaluate the effectiveness of the curriculum in meeting the needs of LSSC nursing students and the community health facility partners. Unmet expectations are further explored to help guide decisions related to program operations. Program surveys and analyses of results are available in the document display room. One example of use of evaluation findings occurred in fall 2012, when after reviewing course exam scores and retention rates for first year nursing students, faculty implemented a minimester rather than concurrent delivery for the Nursing Foundations I (NUR 1022) and II (NUR 1023) and Alterations in Health I (NUR 1234) and II (NUR 1242) courses. Rather than two courses being offered simultaneously for the entire semester (15 weeks), the courses are offered sequentially in 7.5 week minimesters. The same process was implemented for second year students where Maternal/Child Health (NUR 2463) and Alterations in Health III (NUR 2220) are taught in a minimester format rather than concurrently. As shown in table 6.2.1, the results of these change have demonstrated that student retention rates increase when offering courses in minimester format. Page 180

182 Table Comparison of Concurrent Course Offerings versus Minimester Course Offerings Leesburg Campus Term N Exam Mean Concurrent Course Offerings HESI Test Mean Retention Percent South Lake Campus N Exam Mean HESI Mean Retention Percent Fall 2010: NUR Fall 2010: NUR Spring 2011: NUR Spring 2011: NUR Fall 2011: NUR Fall 2011: NUR Spring 2012: NUR * * 100 Spring 2012: NUR ** * 100 Minimester Fall 2012: NUR Fall 2012: NUR Spring 2013: NUR * * 100 Spring 2013: NUR ** ** 100 Fall 2013: NUR Fall 2013: NUR Spring 2014: NUR * * 100 Spring 2014: NUR ** ** 94 *NUR 1022 and NUR 1023 combined mid-curricular HESI exam ** NUR 1234 and NUR 1242 combined mid-curricular HESI exam Traditionally the bridge track was taught in a fully face-to-face format on the Leesburg campus. In summer of 2012 the program moved to a computer-supported hybrid format to better meet the needs of the working Licensed Practical Nurse and Paramedic students and to support student engagement and active learning. The hybrid course delivery format is 70 percent faceto-face and 30 percent online. Data from the initial evaluation of this modification to the bridge track is shown in table The data continues to be tracked with the anticipation that final review will be conducted when three full years of trended data are available. Page 181

183 Table Bridge Track Comparison of Face-to-Face versus Hybrid Course Performance Semester N Mean Course Grade HESI Grade Mean Retention Percent Traditional Face-to-Face Courses Cohort 2011 Cohort 2012 Summer NUR 2003 Nursing Transitions Fall NUR 2721 Alterations in Health I Spring NUR 2601 Alterations in Health II Summer NUR 2003 Nursing Transitions Fall NUR 2721 Alterations in Health I Spring NUR 2601 Alterations in Health II Hybrid Courses Initiated Cohort 2013 Cohort 2014 Cohort 2015 Summer NUR 2003 Nursing Transitions Fall * Data ** NUR 2721 Alterations in Health I Spring NUR 2601 Alterations in Health II Summer NUR 2003 Nursing Transitions Fall NUR 2721 Alterations in Health I Spring NUR 2601 Alterations in Health II Summer NUR 2003 Nursing Transitions 854 Health Alterations 859 Obstetrics 859 Health Alterations 894 Psychiatric Health Alterations Health Alterations 862 Obstetrics 859 Health Alterations 894 Psychiatric NCLE Pass Rate (first time) 100% 92 95% Health Alterations Health Alterations 943 Obstetrics 928 Health Alterations 884 Psychiatric % Health Alterations Health Alterations 943 Obstetrics 931 Health Alterations 834 Psychiatric % Health Alterations Health Alterations 936 Obstetrics Fall NUR Psychiatric 85 Alterations in Health I * Increase number for Fall semester is because of student readmit into the Bridge Track. ** Unable to retrieve data 96 n/a CRITERION 6.3 Evaluation findings are shared with communities of interest. Communities of interest are those who influence the mission of the nursing program and with whom evaluation findings are shared. The LSSC Nursing Advisory Committee serves as the program s primary community of interest. This group includes primary stakeholders in the associate degree nursing program including representatives and administrators from community health organizations. Community members of this advisory committee are detailed in table The advisory committee meets with nursing faculty and administrators twice annually to discuss needs and trends in health care and to advise the nursing program of nursing students educational needs. Advisory committee meeting minutes reflect this sharing of the group s discussions and decisions and will be available in the document display room. Page 182

184 CRITERION 6.4 The program demonstrates evidence of achievement in meeting the program outcomes Specific details related to evidence of achievement in meeting program outcomes are described in 6.4.1, 6.4.2, 6.4.3, 6.4.4, and CRITERION Performance on licensure examination. The program s three-year mean for the licensure exam pass rate will be at or above the national mean for the same three-year period. Graduates performance on licensure exams is detailed in table The table is aggregated by method of program delivery and teaching location for the past four years. In 2013 the NCLE first time pass rate declined. This outcome was correlated with the increased difficulty level of newly revised NCLE. Program performance was reviewed for those students who failed the NCLE on their first attempt. It was found that students who consistently performed poorly on the course and HESI exit exams had not completed their available HESI remediation packages. Based on Elsevier research findings that students with HESI scores of 850 or above are more likely to pass the NCLE, faculty determined that HESI remediation would be a requirement for those who scored below 850. The program director met with each class to explain the expectations for HESI performance and the critical need to complete remediation for their success. The program director sent an to each student who received a score of less than 850 giving them a deadline to complete the remediation. Table shows the 3-year LSSC and national means for NCEL first time takers. The 3-year mean for LSSC exceeds the national 3-year mean. Table NCLE First Time Pass Rate by Campus (General) and by Track Graduation Year Campus (General Track) Program Track Leesburg South Lake General Bridge 2014 (N=92) (N=74) (N=86) (N=70) Table First Time Performance on NCLE-RN with 3-Year Mean Year LSSC percent of First Time Pass National percent of First Time Pass (ADN) 2014 (N=92) (Jan-Sept) 2013 (N=74) (N=86) LSSC 3-Year Mean (2012, 2013, 2014) National 3-Year Mean (2012, 2013, 2014) Page 183

185 Prior to 2014, a non-mandatory, three-day, live HESI review was scheduled between completion of practicum and graduation. Attendance was poor so faculty developed a schedule that would require attendance that would reflect in their practicum grade and would influence their HESI exit exam. Table reflects the positive trend (improved HESI scores and NCLE performance) apparently resulting from this policy change. Table Mandatory HESI Review Class as Part of Practicum Grade Graduation Year Track Number HESI Exit Exam Mean 2014 General Track Bridge Track 2013 General Track Bridge Track 2012 General Track Bridge Track NCLE Pass Rate 86.95% 91.30% 74.54% 94.74% 92.30% 95.0 % CRITERION Program completion. Expected levels of achievement for program completion are determined by the faculty and reflect student demographics and program options. Faculty set the benchmark that 80 percent of admitted students will complete the program within three years. Data presented in Table reveal the number and percent of students who met this benchmark from 2012 to General track students from South Lake campus did not meet this goal in either 2012 or Faculty working with those students believe the deficit may be attributed to a higher number of students on the South Lake campus for whom English is their second language. The program is seeking ways to provide assistance for students who face these challenges. Table Program Completion Rates Graduation Class General Track Leesburg N = 36 94% N = 33 88% N = 35 89% General Track South Lake N = 36 72% N = 36 86% N = 34 71% Bridge Track N= 19 89% N = 23 91% N = 23 87% Table provides data on the numbers and percentages of students who started the program and graduated from the program in 2012, 2013, and The only complete cohort reported is the one starting the program in 2012 and graduating in A relatively clear picture of the cohorts from other classes can be seen through an interpretation of percentages in selected columns. Page 184

186 General Track Leesburg Table Demographic Comparison of Starting Cohorts to Program Completers General Track South Lake Bridge Track General Track Leesburg General Track South Lake Bridge Track General Track Leesburg General Track South Lake Bridge Track Start N=36 Grad N=34 Start N=36 Grad N=26 Start N=19 Grad N=17 Start N=33 Grad N=29 Start N=36 Grad N=31 Start N=23 Grad N=21 Start N=35 Grad N=31 Start N=34 Grad N=24 Start N=23 Grad N=20 Gender: F M Ethnicity: White (non Hispanic) Black (non Hispanic Hispanic Latino Asian/ Pacific Islander Native American/ Alaskan Age: Page 185

187 CRITERION Graduate program satisfaction: Qualitative and quantitative measures address graduates six to twelve months post-graduation. Graduates evaluations of the nursing program indicate a strong overall satisfaction with the program (see Table ). Surveys are administered twice: at the end of the program and six months after graduation. There are a larger number of responses to the end-of-program surveys than the post-graduation surveys, though results of each are strongly positive. Attempts to improve the response rates for these post-graduation surveys have been undertaken with no noticeable improvement. Techniques that have been tried include offering gift cards, drawings for prizes, using Survey Monkey, and a student response system to administer surveys in the classroom. Students in the final course seminar provide a preferred address to be used for follow-up communications. Currently the college uses two survey tools, Class Climate and Qualtrics. Surveys are developed by the nursing department and sent via preferred addresses to the graduates who can respond electronically. Post-graduate surveys ask how well the program prepared them to accomplish the six end-of-program learning outcomes in their beginning practice. This survey also collects data related to their employment as a registered nurse. Table Graduate Satisfaction Graduates End of Program 3.5 (N = 86) 3.5 (N = 82) 3.3 (N = 61) 6 Month Post Graduation 3.5 (N = 42) 3.4 (N = 18) 3.8 (N=25) Evaluation scale: 1, strongly disagree to 4, strongly agree CRITERION Employer program satisfaction: Qualitative and quantitative measures address employer satisfaction with graduate preparation for entry-level positions six to twelve months postgraduation. An important component of the program evaluation is employers perception of the strengths and weakness of the graduates they hire. Gathering this data has become increasingly challenging. Past surveys were in a paper format mailed or delivered to employer representatives, for which responses were relatively strong. The current method relies on the online survey tool Qualtrics, for which responses have significantly declined. A recent example occurred in February 2014 when letters were sent to primary hospital partners requesting feedback on their satisfaction with LSSC May 2013 graduates. A survey was developed in the campus online program Qualtrics and the link was sent to these employers. There were no responses. Minutes of the April 7, 2014 Advisory Board meeting reflect qualitative responses from health care facilities that hire LSSC graduates. Facilities representatives shared areas of practice and patient care in which all nurses need to demonstrate stronger performance. Page 186

188 Time management and prioritization Critical thinking and problem solving Interdisciplinary communication and delegation Developing a patient centered plan of care Patient Safety The Advisory Board met again on November 3, 2014 and a summary of these suggestions was distributed to all present for additional input. Program faculty are addressing ways to improve instructional and evaluation methods best suited for the identified areas of performance. CRITERION Job placement rates: Expected levels of achievement are determined by the faculty and area addressed through quantified measures six to twelve months post-graduation. The nursing program expects that 90 percent of its graduates will be employed in field within six months of graduation. Several methods are used to gather this information. Students report solid job offers at the final practicum course seminar, graduate self-reports of employment, reports from clinical facilities of graduates hired, and six month follow-up surveys of students. The Florida Labor Department is not used for this employment data since their information is reported two years post-graduation and does not meet the college s needs for employment data collection. Several factors that explain the decline in job placement are noted in table The first most critical is that the local labor market was impacted by the national economic distress affecting the 2011 graduate pool. Experienced nurses who were working in the field delayed expected retirements thus diminishing the number of open positions for newly licensed RNs. In addition local hospitals were faced with economic concerns that led them to hire fewer new graduates due to the high cost involved in orientation and training. A plethora of new proprietary nursing programs opened in Florida as a result of legislative changes that simplified the approval of new programs. This led to an increase of new graduates looking for employment. It should be noted that the low percentage of return of graduate surveys brings the validity of the results into question. The program continues to explore other methods to improve survey participation rates. The college experienced an increase in new graduates being hired for the 2013 year, and it expects a similar increase in 2014 when new graduate survey results become available. Table details the job placement rates for 2011 through Page 187

189 Table New Graduate Job Placement Rates Job Placement Rates 2011 Graduates End of Program Solid Offer * Six-Month Post Graduation, Employed as RN 1% (N=70) 88% (N=26) 2012 Graduates 2013 Graduates 2014 Graduates 52% (N=85) 86% (N=62) 53% (N=74) 94% (N=18) 41% (N=92) 92% (N=25) * Solid offer means that employer has promised to hire the new graduate as an RN if the graduate passes the NCLE- RN examination Page 188

190 Systematic Plan for Program Evaluation Lake Sumter State College 2013 ACEN (formally NLNAC) Standards and Criteria Academic Years STANDARD 1: MISSION AND ADMINISTRATIVE CAPACITY The mission of the nursing education unit reflects the governing organization s core values and is congruent with its mission/goals. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified program outcomes. PLAN COMPONENT 1.1 The mission/ philosophy and program outcomes of the nursing education unit are congruent with the core values and mission/goals of the governing organization. EPECTED LEVEL OF ACHIEVEMENT The nursing educations unit mission/philosophy and program outcomes are congruent with LSSC core values and mission/goals AEB program minutes and table showing the congruency between the program mission/philosophy and outcomes with college values and mission/goals. METHOD Program director and faculty will review program and college documents for congruency. FREQUENCY Annually in August August 26, 2013 Faculty minutes reflect reviewed by faculty. All congruent with slight modification. IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS September 8, 2014 Faculty minutes reflect Review of mission /philosophy with core values and mission / goals of college. There is congruency. See August file for word additions /modification to program vision/mission statement. Met. Continue current plan. NET REVIEW August, 2014 August, 2015 Page 189

191 PLAN COMPONENT 1.2 The governing organization and nursing education unit ensure representation of the nurse administrator and nursing faculty in governance activities; opportunities exist for student representation in governance activities. EPECTED LEVEL OF ACHIEVEMENT Nurse Administrator and faculty will participate in LSSC and program governance AEB Program minutes and table documenting Nurse Administrator and Nursing Faculty membership on college governance committees. Nursing students will be given opportunities to participate in governance activities AEB program minutes documenting invitation of students to serve on program curriculum committee and minutes of curriculum committee meetings documenting attendance. METHOD Program director and faculty will assess faculty and student assignments to college and program committees. FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS Annually in August September 12, 2011 Nursing committee memberships reviewed. Request out for student reps. August 26, 2913 Faculty minutes reflect review. 11 of 15 FT faculty serve on college committees. All FT nursing faculty serve on nursing department committees. Nursing students serve on nursing curriculum committee. September, 9, 2014 Faculty minutes reflect 10 FT nursing faculty serve on 12 college committees. All FT nursing faculty serve on nursing department committees. Nursing students serve on nursing curriculum committee. All faculty serve on nursing committees. Students have been assigned for this academic year Met. Continue current plan. Met. Continue current plan. NET REVIEW August, 2014 August, 2015 Page 190

192 PLAN COMPONENT 1.3 Communities of interest have input into program processes and decision making. EPECTED LEVEL OF ACHIEVEMENT Advisory Board will meet twice yearly (spring and fall) and will provide input into NEU processes and decision making AEB Advisory Committee minutes and/or other communications with advisory committee members. METHOD Program director and faculty will review minutes of Advisory Board Meetings for input. FREQUENCY Annually in May October, 17, 2011 Minutes of Advisory Committee reflect discussion of workforce needs, NCLE pass rates, IOM report, collaborative ideas, and joint project proposal IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS May 2013 Minutes of March 25, 2013 advisory board meeting reflect sharing of program evaluation procedure and program updates May 2014 Minutes of October 21, 2013 and April 7, 2014 reflect sharing of workforce needs, BSN needs, and program evaluation outcomes Met. Continue current plan. Met. Continue current plan. NET REVIEW May, 2014 May, 2015 Page 191

193 PLAN COMPONENT 1.4 Partnerships that exist promote excellence in nursing education, enhance the profession, and benefit the community. EPECTED LEVEL OF ACHIEVEMENT Strategic partnerships exist that are mutually beneficial to the NEU and community AEB Faculty minutes and table showing formal relationships that are in place and how they are beneficial to students, program and community. METHOD Program director and faculty will review agreements between NEU and outside agents that accomplish specific goals over a period of time. (does not include clinical agencies) FREQUENCY (was semi-annually in January and July academic year ) Annually in January IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS March 14, 2011 Faculty meeting minutes reflect beginning discussion about UCF concurrent BSN program offering at LSSC. November 14, 2011 LSSC/UCF concurrent program to being in fall 2012 NET REVIEW October 8, 2012 Faculty minutes reflect Leesburg students will participate in community health fair on October 20. November 19, 2012 December 3, 2012 Faculty meeting minutes reflect student evaluations of health fair were mixed. Did 1,000 BS, 30 HIV tests, 100 EEG s, visions tests, BP s, and bicycle safety rodeo. February 17, 2014 Faculty minutes Work on redesign of method for July, 2014 Page 192

194 PLAN COMPONENT 1.5 The nursing education unit is administered by a nurse who holds a graduate degree in nursing. EPECTED LEVEL OF ACHIEVEMENT Program administrator has a minimum of a graduate degree with a major in nursing AEB verification of academic records by Human METHOD CV and transcripts verified by HR FREQUENCY At time of hire and whenever change in administrator occurs IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS reflect that student evaluation data not adequate. Previous system of data collection for student evaluations within the organization has changed (from paper and pencil to online) and student responses are very low in numbers. Idea presented that maybe could require completion of survey before they take the final exam July 2014 Table reflects relationships that benefit the program and students. Limited program evaluations submitted by students reflect satisfaction. August 2014 C. Griffin hired as Director of program after serving as interim director for 1 year. August 2014 Patricia Economidis gathering data from student evaluations. Rewrite assessment method (AM) column for clarity and functionality. AM: AEB Faculty minutes and table showing formal relationships that are in place and how they are beneficial to students, program, and community. Met. Continue current plan. Met. Continue current plan. Letter sent to ACEN informing them of NET REVIEW July, 2015 As needed. As needed. Page 193

195 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT Resources. METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS appointed by the same. college as interim director during the illness of C. Griffin. NET REVIEW November 3, 2014 C. Griffin returned to position of Program Director. Letter sent to ACEN by college president. As needed. 1.6 The nurse administrator is experientially qualified, meets governing organization and state requirements, and is oriented and mentored to the role. 1.7 When present,, nursing program coordinators and/or faculty who assist with program administration are academically and experientially qualified. The nurse administrator is qualified, meets organization and state requirements and has been oriented and mentored in the role AEB verification of record of experience, organization requirements, state requirements by Human Resources. Department Chair and faculty who assist with program administration are academically and experientially qualified AEB table documenting the required academic and experience requirements of the Job Description and faculty members Review of CV by HR and has received orientation and mentoring by outgoing program administrator. Program director review of CV for Department Chair and South Lake Campus Liaison. At time of hire and whenever change in administrator occurs At time of hire and whenever changes occur July 2013 C. Griffin appointed as Interim Director of Nursing upon retirement of M. Wacker. Meets all job requirements and has been mentored by M. Wacker prior to departure. August, 2013 Patricia Economidis assumed role of Nursing department Chair. CV reflects academic and experiential qualifications and affirm she is able to fulfill the job description duties. Met. Continue current plan. Met. Continue current plan. As needed As needed Page 194

196 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT qualifications. METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS NET REVIEW 1.8 The nurse administrators have authority and responsibility for the development and administration of the program and have adequate time and resources to fulfill the role s responsibilities. Job Description of nurse administrator reflects authority and responsibility for program development and administration AEB Job Description of program director. Has adequate time and resources to fulfill responsibilities of role AEB job performance evaluation reflects meeting expectations of job description. Program director reviews Job Description for duties that include the authority and responsibility for administration of the program. Performance review completed by direct supervisor reflects meeting expectations of Job Description. Annually in January February 17, 2014 Faculty minutes reflect review of job description; reflects authority and responsibility for administration of program. Performance review reflects all requirements of the job are met Job description is appropriate. Met. Continue current plan. January The nurse administrator has the authority to prepare and administer the program budget with faculty input. Program administrator has authority to prepare and administer the budget AEB Program Administrators job description. Faculty will give input into budget process AEB faculty meeting minutes. Review of Job Description reflects authority to prepare and administer budget. Faculty meeting minutes and s reflect opportunities for input into budget. Annually in January November 14, 2011 Faculty meeting minutes reflect request of faculty to submit any needs in equipment to be purchased by grant funds. February 17, 2014 Faculty meeting minutes reflect review of job description reflects preparation, maintenance and None indicated No change to plan. Rewrite expected level of achievement (ELA) and assessment method (AM) column for clarity. January, 2015 Page 195

197 PLAN COMPONENT 1.10 Policies for nursing faculty and staff 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. EPECTED LEVEL OF ACHIEVEMENT Nursing education program policies provide for the welfare of faculty and staff and are consistent with LSSC policies AEB table documenting college policies for the following: Nondiscrimination, appointment, rank, grievance, promotion, rights and responsibilities, salaries/benefits, and workload. Any differences are justified by the goals and outcomes of the nursing education program AEB a METHOD Review of nursing program policies by faculty policy committee FREQUENCY Annually in January IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS review of departmental budget. Budget planning began in December Minutes of faculty meeting in December 2013 reflect input into budget. See attached Wish Lists prepared by faculty and minutes of December 9 faculty meeting. August 16, 2012 Faculty meeting minutes reflect report that nursing workload hours not in line with other LSSC faculty. College requires 450 hours per year and Nursing teaches 330. September 24, 2012 Curriculum meeting minutes reflect that faculty workload/teaching hours remain under discussion by administration. January 28, 2013 Curriculum meeting ELA: Program administrator has authority to prepare and administer the budget. AM: AEB Program Administrator s Job description. AEB faculty meeting minutes. Work has begun to show cabinet the activities of nursing faculty over and above other campus faculty. Met. Continue current NET REVIEW January, 2014 Page 196

198 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT table documenting these differences. METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS minutes reflect that plan. faculty teaching load proposal has gone to the VP. August 26, 2013 Faculty meeting minutes reflect that Marilee Elias and Nicole Tinny have submitted their portfolios to the LSSC Rank and Promotion Committee for consideration. Met. Continue current plan NET REVIEW January, 2013 Page 197

199 PLAN COMPONENT 1.11 Distance education, when utilized, is congruent with the mission of the governing EPECTED LEVEL OF ACHIEVEMENT Online options are congruent with the governing organization s mission and the mission/ philosophy METHOD Curriculum committee will review online options for congruency. FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS February 17, 2014 Faculty meeting minutes reflect that nursing education program policy manual is not comprehensive and easily referred to. Annually in January September 24, 2012 Curriculum meeting minutes reflect that Irene presented on the use of Nursing education program policy manual will be assembled to better reflect the policies of the department and their relationship to the college. Rewrite assessment method (AM) column for clarity. AM: AEB Faculty minutes and/or table will document college policies for the following at a minimum: Nondiscrimination, appointment, rank, grievance, promotion, rights and responsibilities, salaries/benefits, and workload. Any differences between colleges AEB Faculty minutes and/or a table documenting these differences. NET REVIEW January, 2015 Page 198

200 PLAN COMPONENT organization and the mission/ philosophy of the nursing education unit. EPECTED LEVEL OF ACHIEVEMENT of the nursing program AEB review of college guidelines of online instruction and documentation of relationship of college and program online instruction guidelines to each other to college and program mission. METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS Blackboard in the hybrid transition courses. Faculty to begin thinking about further use of BB in the program and to what degree. February 17, 2014 Faculty meeting minutes reflect review of college online guidelines of online instruction shows congruency with organizations mission and NEU s mission and philosophy Distance education is congruent with missions of college and NEU. Rewrite assessment method (AM) column for clarity and functionality. AM: AEB review of college guidelines of online instruction and documentation of relationship of college and program online instruction guidelines to each other and to college and program mission NET REVIEW January, 2015 Page 199

201 STANDARD 2: FACULTY AND STAFF Qualified and credentialed faculty and staff are sufficient in number to ensure the achievement of the student learning outcomes and program outcomes. Sufficient qualified staff are available to support the nursing education unit. PLAN COMPONENT 2.1 Full-time faculty hold a minimum of a graduate degree with a major in nursing. Full- and part-time faculty include those teaching and/or evaluating students in classroom, clinical, or laboratory setting. 2.2 Part-time faculty hold a minimum of a baccalaureate degree with a major in nursing; a minimum of 50% of the part-time faculty also hold a graduate degree with a major in nursing. EPECTED LEVEL OF ACHIEVEMENT All full-time faculty hold a master s degree in nursing at a minimum AEB table documenting academic credentials of all full-time faculty each semester. More than 50% of part-time faculty hold a graduate degree in Nursing; the remainder hold no less than a baccalaureate degree in nursing AEB table documenting academic credentials of all part-time faculty each semester. METHOD Program director and Human Resources review official transcripts for all potential hires. Program director and Human Resources review official transcripts for all potential hires. FREQUENCY (was at hire and as indicated by any change in credentials in academic year ) At hire of new faculty and update table annually in August for any change in credentials (was at hire and as indicated by any change in credentials in academic year ) At hire of new faculty and update table in August for any change in credentials IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS September 12, 2012 Faculty meeting minutes reflect Marilyn Cole awarded MSN July 2011 August 2013 Faculty table reflects that 100% of FT faculty hold a Master s degree in nursing. August 2014 Faculty table reflects that 100% of FT faculty hold a Master s degree in nursing. August 2013 Table reflects that 6 of 13 (46%) PT faculty hold a Master s in nursing. All PT have a BSN August, 2014 Table reflects 8 of 19 (42%) PT faculty hold a Master s degree in nursing. All PT have a BSN Met. Continue current plan. Met. Continue current plan. Continue recruitment efforts for MSN adjuncts Increase recruitment efforts with HR. Include local advertisements, current faculty spread requests while working in NET REVIEW August, 2014 August, 2015 August, 2014 August, 2015 Page 200

202 PLAN COMPONENT 2.3 Faculty (fulland part-time meet governing organization and state requirements. 2.4 Preceptors, when utilized are academically and experimentally qualified, oriented, EPECTED LEVEL OF ACHIEVEMENT All LSSC nursing faculty shall meet FBON and SACSOCS requirements. All shall hold a current and unencumbered RN license in the state of Florida AEB table documenting academic credentials of all full-time faculty each semester and compliance with governing organization and state requirements. All preceptors will be RN s who are qualified by orientation and mentoring. They METHOD Program director and Human Resources review official transcripts for all potential hires. All faculty shall submit current license biannually upon renewal. Program director will review preceptors with clinical facility managers to FREQUENCY (was at hire and as indicated by any change in credentials Annually in September check for current licensure for academic year ). At hire of new faculty and update table annually in August for any change in credentials and renewed licensure. (was annually in February prior to student practicum experience when preceptors are used IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS community. Support adjunct acquirement of MSN. Make needs known to advisory board January 2015 Table reflects that 10 of the 20 part-time faculty have a master s degree in nursing. September 9, 2013 Faculty minutes reflect all FT and PT meet credentials as required. Official transcripts on file in HR. One PT faculty missing current copy of license. Licensure verified with BON website. Faculty member to provide copy to department. August, 2014 All faculty have current license on file. All meet FBON and SACSOCS requirements for credentialing. December 3, 2012 Faculty meeting minutes reflect Dr. Wacker is developing a Met. Continue to monitor. Follow-up with copy of license for Joanne N. Met. Continue current plan NET REVIEW August, 2015 August, 2014 and as needed. April, 2015 Page 201

203 PLAN COMPONENT mentored, and monitored, and have clearly documented rules and responsibilities 2.5 The number of full-time faculty is sufficient to ensure that the student learning outcomes and program outcomes are achieved. EPECTED LEVEL OF ACHIEVEMENT are monitored by clinical faculty and have written roles and responsibilities table reflecting preceptors per facility and documentation of roles and responsibilities. Classroom faculty/student ratios shall not exceed 1:15 AEB classroom teaching assignments and student rosters. Clinical faculty/student ratios shall not exceed 1:10 AEB table showing clinical schedule assignments and student rosters. METHOD evaluate components are met. Evaluate written roles and responsibilities for appropriateness. Program director and faculty shall review staffing ratios by evaluating classroom and clinical schedules and student enrollment. FREQUENCY academic year ) Annually in April. In February, May, and September IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS preceptor training program for CFHA staff preceptors. February 17, 2014 Written rules and responsibilities found in practicum syllabus are appropriate. Hospitals provide staff with preceptor training. September 9, 2013 Faculty minutes reflect classroom faculty/student ratios are 1:13, clinical faculty/student ratios are 1:9 in 1 st semester and 1:6 in 2 nd, 3 rd, and 4 th semesters March 17, 2014 Faculty minutes reflect classroom staffing ratios for general program with 11 FT faculty = Clinical ratios- 142 students 24 faculty = 5.91 February 17, 2014 Preceptors have not yet been identified by facilities. Will f/u when they become available. Would be more appropriate to review in April annually when preceptors assigned. Met. Continue current plan. Rewrite Assessment method (AM) column for clarity and functionality. AM: Classroom faculty/student ratios shall not exceed 1:15. Clinical faculty/student NET REVIEW April, 2015 February, 2014 May, 2014 bridge track. Page 202

204 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS Bridge classroom- 24 students and 2 FT faculty = 12 Bridge clinical- 24 students and 4 faculty = 6 ratios shall not exceed 1:10 AEB: Faculty Meeting Minutes and classroom and clinical registration documents. NET REVIEW 2.6 Faculty (fulland part-time) maintain expertise in their areas of responsibility, and their performance reflects scholarship and evidence- All faculty maintain their expertise through continuing education. Teaching evaluations reflect scholarship and use Department will maintain records of all continuing education achieved by faculty. Program director will review continuing education and Annually in February May, 2014 Bridge track faculty student ratios with 30 students, 2 FT classroom / clinical faculty (1:15 ratio in classroom) and 4 part-time faculty (1:5 clinical ratio) September,2014 Currently have 159 students combined with 14 FT faculty who teach classroom and clinical courses. 1:11.4 faculty / student ratio for classroom and a 1:5 faculty / student clinical ratio. April 11, 2011 Faculty meeting minutes reflect that Bob and Janna attended simulation training at Branson conference and reported on visit to Met. Continue current plan. Met. Continue current plan. September, 2014 February, 2015 Page 203

205 PLAN COMPONENT based teaching and clinical practice. EPECTED LEVEL OF ACHIEVEMENT of evidence based practices. AEB nursing minutes and / or table documenting continuing education completed by faculty as related to their areas of teaching responsibility and performance evaluations reflect evidence based practices. METHOD evaluations of faculty for evidence of scholarship and best practices. FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS state of the art simulation lab. 3 faculty will attend boot camp in New Mexico this year. 7 will attend NCLE workshop for educators in May. October 10, 2011 Faculty meeting minutes reflect Dr. Wacker, Mary dunlap & Sara Mastalka attended Pain summit. Geri Tulley and Cindy Griffin attended NLN Teaching Excellence Summit. December 5, 2011 Faculty meeting minutes reflect M. Elias & T. Economidis are now certified nurse educators. R. Riedy, D. Pate, J. Newmons, P. Smith, M. Houck, and R. Winship are all working on their nurse practitioner education. January 23, 2012 Faculty meeting minutes reflect CBJT Grant monies NET REVIEW Page 204

206 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS spent for faculty scholarships; 11 faculty got scholarship towards MSN 5 have completed. 10 faculty have attended National Boot Camp conference. 30 different educational conferences have been attended. 100% of current FT faculty received travel $, 50% of adjuncts received travel $; 5 faculty now are CNE certified (D. Litten, T. Economidis, M. Elias, C. Matthews, C. Griffin). January 14, 2013 Faculty meeting minutes reflect faculty are teaching in their field of expertise. Met. Continue current plan. NET REVIEW February, 2014 March 17, 2014 Faculty minutes reflect review of College PDC. Records of faculty reflect CEU requirements not Reminder to faculty to update their PDC records to reflect continuing education completed. February 2015 Page 205

207 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS documented completely. NET REVIEW 2.7 The number, utilization, and credentials of staff and non-nurse faculty within the nursing education unit are sufficient to achieve the program goals and outcomes. 2.8 Faculty (fulland part-time) are oriented and mentored in their areas of responsibility. LSSC has no nonnurse faculty. Staff provide sufficient support to assist program in meeting program goals AEB performance evaluations that reflect support of program goals and outcomes achievement. All faculty are oriented to their job description and receive a senior faculty mentor AEB a new hire checklist that reflects orientation to job description and reflects mentor assigned. Program director and faculty will review annual performance evaluations for reflection of staff support of program goals. Program director and faculty will review new hire list each semester and validate orientation and assigned mentor. Annually in May May 2014 Staff evaluations reflect adequate supply to assist program in meeting goals. All perform satisfactory in service excellence. In February, May, & September September 12, 2011 Faculty meeting minutes reflect mentor lists for students and faculty were distributed by D Litten in August December 5, 2011 Faculty meeting minutes reflect adjunct clinical and FT clinical orientation to be held on January 5, 2012 January 5, 2012 Faculty meeting minutes reflect agenda and minutes for Spring 2012 clinical workshop preparing Met. Continue current plan. May 2015 Page 206

208 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS FT and clinical adjuncts for expectations. September 9, 2013 Faculty minutes reflect that all newly hired faculty were assigned mentors. R. Crain Diane, A. Lewis Janna, V. Verkaik Trisha, J. Corbett Marilyn, B. Broadway Trisha, Houck Marilee March 17, 2014 Faculty minutes reflect student evaluations of faculty were all above average with no issues noted. Met. Continue current plan. Met. Continue current plan. NET REVIEW February, 2014 May, 2014 May 2014 Bridge track adjunct PT faculty all have FT faculty mentors. N. Shafar I. Owen, H. Anderson D. Pate September reflects all adjunct faculty assigned a FT faculty mentor. All new FT faculty assigned an Met. Continue current plan. Met. Continue current plan September, 2014 February, 2015 Page 207

209 PLAN COMPONENT 2.9 Systematic assessment of faculty (full- and part-time) performance demonstrates competencies that are consistent with program goals and outcomes Faculty (fulland part time) engage in ongoing development and receive support for instructional and EPECTED LEVEL OF ACHIEVEMENT All faculty are evaluated systematically per college policy AEB copies of completed evaluations available in Nursing Department and HR with table documenting completion. All faculty who teach in distance learning classes will receive support and education in these modalities AEB METHOD Department chair performs annual reviews in March for full time and parttime faculty. Students, at a minimum, complete faculty evaluations each December. Program director and faculty review print out of LSSC Professional Development credits for each FREQUENCY (was annual review in February for full time faculty. May, September, & February review student evaluations for full and part-time faculty academic year )) Annually in April Annually in September IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS experienced mentor. January 23, 2012 Faculty meeting minutes reflect Diane requesting faculty to submit their performance evaluations to her asap. September 9, 2013 Faculty minutes reflect all FT faculty evaluated by Department Chair. On file in HR. Student evals of faculty completed the end of spring semester 2013 and Fall 2012 reflect overall competence and satisfaction. March 17, 2014 Faculty minutes reflect all department performance evaluations completed and on file in HR. All were satisfactory. April 9, 2012 Faculty meeting minutes reflect congratulations to C. Griffin and I. Owens for Met. Continue current plan. Met. Continue current plan. NET REVIEW April, 2014 April, 2015 Page 208

210 PLAN COMPONENT distance technologies. EPECTED LEVEL OF ACHIEVEMENT table that demonstrates Professional Development Credits earned in distance technologies and faculty completion of evaluations of support provided demonstrate satisfaction. METHOD faculty member engaged in distance learning. Faculty complete survey to identify adequacy of support in teaching online. FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS completing Blackboard training. Irene will be starting 1 st hybrid class in Bridge program this summer. September 9, 2013 Faculty minutes reflect that faculty express more than adequate support for hybrid course development and administration. September, 2014 Faculty who use Blackboard for class format online were interviewed and report ongoing support from elearning department. Met. Continue current plan. Met. Continue current plan. NET REVIEW September, 2014 September, 2015 Page 209

211 STANDARD 3: STUDENTS Student policies and services support the achievement of the student learning outcomes and program outcomes of the nursing education unit. PLAN COMPONENT 3.1 Policies for nursing students are congruent with those of the governing organization, publically accessible nondiscriminatory, and consistently applied; differences are justified by the student learning outcomes and program outcomes EPECTED LEVEL OF ACHIEVEMENT LSSC and nursing student policies are publicly accessible on LSSC and nursing web sites. Policies are nondiscriminatory and consistently applied. Any differences are appropriate to the program SLO s AEB nursing faculty minutes and/or table documenting congruency between college and program student policies with justification of any differences. METHOD Nursing policy committee will review nursing handbook and LSSC student policy manual for consistency. Any differences will be documented and justified. FREQUENCY Annually in June and whenever a new policy is developed or a previous policy is changed or discontinued. IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS March, 2011 Curriculum minutes reflect faculty discussion of tardiness/absence policy. April, 2011 Faculty minutes reflect Tardiness / absence policy reviewed by faculty and approved. April, 2011 Curriculum minutes reflect policy approved for readmission exam requirement. uniform policy approved. October, 2011 Faculty minutes reflect policy for IPN referral for student who fail drug testing; IPN must be involved in plan for readmission August, 2012 Faculty minutes reflect change in policy r/t program dismissal. Nursing Will be rewritten and sent to all faculty for review. Approved policy to be put in all clinical syllabi. Policy to be placed on web under readmission policy in the handbook for uniform policy. Policy to be added to drug testing policy in handbook. Information to be presented at next curriculum meeting NET REVIEW April faculty meeting Page 210

212 PLAN COMPONENT 3.2 Public information is accurate, clear, consistent, and accessible including the program s accreditation status EPECTED LEVEL OF ACHIEVEMENT Printed and electronic information pertaining to the program is accurate and consistent. ACEN (NLNAC) status is METHOD Program director and faculty review all printed and electronic documents related to the program. FREQUENCY Annually in June and if information changes occur. IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS department can only make recommendation for dismissal. January, 2014 Curriculum minutes reflect discussion about attendance policy for theory classes. Policy committee to review and present to faculty. March, 2014 Curriculum minutes reflect policy committee reported on attendance policy for theory classes. Faculty voted to continue with current policy. June, 2014 All nursing and college policies reviewed and found to be congruent with differences justified. See table in data folder. June, 2014 Posted public information reviewed and includes correct accreditation status and correct contact information. Information to be presented at next curriculum meeting. Met. Continue current plan. Met. Continue current plan. Met, continue current plan. NET REVIEW March, 2014 June 2014 June 2015 June 2015 Page 211

213 PLAN COMPONENT and the ACEN contact information. 3.3 Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner. EPECTED LEVEL OF ACHIEVEMENT acknowledged and contact information is provided AEB documentation in nursing minutes of review of publically printed and electronic documents related to program. Any changes in policies & procedures and information will be communicated to students in a timely manner AEB documentation in minutes of student notification of changes in policies, procedures have been communicated to students. METHOD Program director and faculty will verify that students are informed by , posting or class announcement anytime a change in policy or procedure is made. FREQUENCY Annually in August and as changes in information occur. IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS Nursing department website is accessible with accurate information. January, 2012 Faculty minutes reflect graduation information will be posted on nursing web page for all students August, 2012 Faculty minutes reflect discussion of readmit policy and scoring rubric, and action plan requirement. Post information on nursing web site Post policy and rubric on nursing web site NET REVIEW September, 2013 Faculty minutes reflect that students have been informed of changes in policies and procedures in a timely manner. Two recent changes needed updating. (1) change to the UCF contact from Angela Ritten on the nursing web page. (2) Readmit policy posted needed to include an updated substance abuse IPN rubric.. Policy August, 2014 Page 212

214 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS committee reviewed and approved the updates. NET REVIEW 3.4 Student services are commensurate with the needs of nursing students, including those receiving instruction using alternative methods of delivery. All students will receive services that meet their needs and support achievement of their goals AEB student evaluations of courses and end of program.. Program director and faculty will review data from end of course and end of program evaluations. Each semester at the end of courses when data becomes available. Review Fall evaluations in March, Spring evaluations in June, and Summer evaluations in August. End of program student evaluation done in April annually. August, 2014 Review of policy and procedure and student notification shows students are informed in a timely manner. Informed primarily through Lakehawk mail. September, 2011 Faculty minutes reflect informing faculty that nursing students may receive free counseling through college services. Refer students to Bill Kennedy. March, 2012 Faculty minutes reflect discussion of how to best help students who are failing by using all college resources available. (counseling, learning center, OSD office, early intervention alerts). September 11, 2012 Met. Continue to monitor No action indicated August, 2015 Page 213

215 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS NET REVIEW Practicum report N=86 College wide support average score 3.2 on scale of 1-4. Learning Center 3.2, Library 3.3, Financial aid 2.7, Computer labs/it 3.2, Admissions 3.3, Bookstore 3.4. September 9, 2013 Faculty minutes reflect discussion of end of program student evaluations of college resources. Ratings below standard levels were for IT 2,6 and Financial Aid-2.6. Students unhappy with problems in computer labs HSC 107 & 108 and for not qualifying for financial aid for reasons they don t understand. Practicum focus group from : N=82 Program director to speak with director of IT and financial aid about student concerns. June, 2014 Page 214

216 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS College wide support score was 3.0 on scale of 1-4. Learning Center 3.2, Library 3.2, Financial aid 2.6, Computer labs/ IT 2.6, Admissions 3.1, Bookstore 3.2. NET REVIEW 3.5 Student educational records are in compliance with the policies of the governing organization and state and federal guidelines. Student educational records are maintained in compliance with LSSC, State of Florida, and Federal guidelines AEB College administration verifying guidelines / policies utilized regarding education Program director will review college policies r/t student educational records and confirm that they are maintained per LSSC policy. Administrator will confirm that student records maintained in the nursing program are (was annually in June and as policies, laws and guidelines change academic year ). Annually in June June 2014 On a scale of 1-4 data show that students felt that the services provided to them were commensurate to their needs with the exception of Financial Aid 2.2), the Bookstore (2.9) and IT Service (2.2). June, 2014 Policy and procedure for student records reviewed and found in compliance with guidelines. Program director presented ratings to financial aid, IT services, and the bookstore. Continue to monitor annually and more often if data indicates. Revise assessment frequency to annually in June when exit data are available. Met, continue current plan. June 2015 June, 2015 Page 215

217 PLAN COMPONENT 3.6 Compliance with the Higher Education Reauthorization Act Title IV edibility and certification requirements is maintained, including default rates and the results of financial or compliance audits A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is available. EPECTED LEVEL OF ACHIEVEMENT records are in compliance. Nursing department documents confirm the guidelines / policies utilized regarding student records maintained in the nursing program are compliant. Compliance with these requirements will be maintained AEB nursing minutes will acknowledge information from financial aid office related to compliance with the Higher Education Reauthorization Act Title IV to include: compliance requirements, compliance audits, and default rates. A written comprehensive plan to promote student loan repayment that includes stated components is available AEB nursing faculty minutes will METHOD compliant with governing guidelines. Program director will request information from the Director of Financial Aid annual data addressing compliance with the Higher Education Reauthorization Act and Title IV eligibility, and financial or compliance audits including default rates. Program director will request information from the Director of Financial Aid annual data addressing the college s plan addressing student loan repayment counseling, FREQUENCY (was annually in June academic year ) Annually in August ( was annually in June academic year ) Annually in August IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS August, 2014 Review of compliance finds criteria met. Default rates 2011 were 8.8 which is a decrease from prior rates. August,2014 Review of plan shows students are counseled upon application and exit about responsibilities and rights related to loans. Met, continue current plan. Met, continue current plan. NET REVIEW August, 2015 August, 2015 Page 216

218 PLAN COMPONENT Students are informed of their ethical responsibilities regarding financial assistance Financial aid records are maintained in compliance with the policies of the governing organization, state, and federal guidelines. EPECTED LEVEL OF ACHIEVEMENT acknowledge information related to student loans to include counseling, monitoring and cooperation with lenders. Students read and sign the college agreement form (Student Loan Rights and Responsibilities) and entrance and exit counseling forms for financial assistance AEB nursing minutes will acknowledge information related to students being informed of their responsibilities regarding financial assistance. Financial records will be maintained in compliance with governing organization and state and federal guidelines AEB nursing minutes will reflect college acknowledgement of guidelines / policies utilized regarding student METHOD monitoring, and cooperation with lenders. Program director will request information from the Director of Financial Aid affirming that students read and sign the college financial aid assistance form. Program director will request information from the Director of Financial Aid verifying that financial records are maintained in compliance with governing organization and state and federal guidelines. FREQUENCY ( was Annually in June academic year ) Annually in August ( was Annually in June academic year ) Annually in August IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS August, 2014 Review shows that students are counseled upon application and exit in financial aid. August, 2014 Financial aid office has policies r/t record maintenance and they are kept in accordance with guidelines. Met, continue current plan. Met, continue current plan. NET REVIEW August, 2015 August, 2015 Page 217

219 PLAN COMPONENT 3.7 Records reflect that program complaints and grievances receive due process and include evidence of resolution. 3.8 Orientation to technology is provided and EPECTED LEVEL OF ACHIEVEMENT financial aid records and level of adherence to those. Formal program complaints and grievances receive due process and are resolved following college and program policies and guidelines AEB nursing minutes that document a review of program complaints and confirm resolution through due process. All nursing students receive orientation to technology and METHOD Program director and faculty will review the resolution process of each complaint to ensure that due process was followed. Program director and faculty audit student applications FREQUENCY ( was annually in June academic year ) Annually in June and whenever a program complaint is filed. ( was annually in March academic year ) IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS November 14, 2011 Faculty meeting minutes reflect no student issues / concerns / complaints to report at this time. October 18, 2012 Faculty meeting minutes reflect that steps for student dismissal clarified to include Dean and Dr. Howard Sr. VP- Student has 2 weeks to develop an action plan for readmission with nursing faculty. June, 2014 Informal student grievance related to zero grade on exam she was late to. Resolved with communication with nursing program director and VP. Student allowed to take exam with 10 point deduction. April, 2014 Students receive orientation to Met. Continue to monitor Met. Continue current plan. NET REVIEW June 2015 and as needed. April, 2015 Page 218

220 PLAN COMPONENT technological support is available to students. 3.9 Information related to technology requirements and policies specific to distance education are accurate, clear, and consistent, and accessible. EPECTED LEVEL OF ACHIEVEMENT technological support is available to students AEB nursing minutes document the results of student documents reflective of student orientation to technology and provision of technological support. Technology requirements and policies specific to distance education are accurate, clear, consistent, and accessible AEB nursing minutes that document review of technology requirements and policies for distance education that verify accuracy, consistency, clarity, and accessibility. METHOD to verify that students have satisfied the computer proficiency college requirement prior to beginning the nursing program. Program director and faculty will review results of end of program survey related to satisfaction with technological support provided. Program director and faculty review college catalog, nursing program website, and course syllabi for technology requirements and policies related to distance education. FREQUENCY Annually in April Annually in June June, 2014 Review of catalog, nursing website, and course syllabi provide clear and accessible information r/t technology requirements. IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS technology in new student college orientation. They receive support through the helpdesk. In 2013 a total of 1,101 students requested help through helpdesk. January 1, 2014 through now 1,439 students have received help. Met, continue current plan. NET REVIEW June, 2015 Page 219

221 STANDARD 4: CURRICULUM The curriculum supports the achievement of the identified student learning outcomes and program outcomes of the nursing education unit consistent with safe practice in contemporary healthcare environments. PLAN COMPONENT 4.1 The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning outcomes and program outcomes consistent with contemporary practice. 4.2 The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct EPECTED LEVEL OF ACHIEVEMENT Elements of curriculum include established professional standards, guidelines, and competencies consistent with contemporary practice and with clearly stated student learning outcomes AEB nursing minutes and/or related documents and tables that identify professional standards and guidelines and competencies incorporated into student learning outcomes, practice and programs outcomes. Student learning outcomes organize the curriculum and are used to guide instruction, direct learning activities and evaluate student METHOD Curriculum committee will review curriculum for curriculum framework, student learning outcomes and course outcomes consistency with NCLE-RN test plan and NLN core components and competencies. Faculty will enter clinical evaluation data into e-lumen at the conclusion of each semester. Department Chair will compile FREQUENCY When significant changes are made to the curriculum, NCLE-RN test plan, or NLN core components and competencies. (was March, July, & October as E- Lumen reports become available in academic year ) Annually in August IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS March 12, 2012 Faculty meeting minutes reflect that a set of ANA references have been purchased for both campuses including scope of standards, code of ethics, social policy statement. July, 2014 Table prepared that shows congruence of SLO s at end of program with ANA, QSEN, NLN, and JC National patient safety goals. September 19, 2011 Curriculum meeting minutes reflect SLO s are being worked on and progress is being Met. Continue to monitor NET REVIEW Review as needed Page 220

222 PLAN COMPONENT learning activities, and evaluate student progress. EPECTED LEVEL OF ACHIEVEMENT progress AEB nursing minutes and/or related documents and tables demonstrating the relationship of unit and course SLO s to learning activities, course projects and assignments, clinical evaluation tools, and course exams. METHOD measurement of achievement of student learning outcomes each semester utilizing the college e- Lumen system for data analysis. FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS made on CN IV and CN II. October 31, 2011 Minutes of nursing committee reflect discussion of SLO s by CN II committee. Revision to current SLO s recommended. November 7, 2011 Minutes of curriculum committee meeting reflect SLO committee continues developing on SLO s for CN IV and CN II. October 12, 2012 Minutes of curriculum committee meeting reflect SLO rubric being developed for CN I and II. All will be voted on at next meeting. October 8, 2012 Faculty meeting minutes reflect OB evaluation criteria have been added back into new evaluation form. All evaluations were average or above. NET REVIEW Page 221

223 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS October 18, 2012 Faculty meeting minutes reflect all evaluations for clinical SLO s have been reviewed using Blooms taxonomy. February 25, 2013 Curriculum meeting minutes reflect discussion about Alt II and III as C courses. 100% voted to change to 4 hour theory courses. Discussion about students while in MCH have extended break from medical/surgical experiences which may negatively impact performance in CN IV and practicum. Voted to change 3 rd semester to MCH 1 st and Alt III next in minimester. NET REVIEW October, 2013 SLO s representing clinical performance in all clinical courses Met. Continue to monitor. March, 2014 Page 222

224 PLAN COMPONENT 4.3 The curriculum is developed by the faculty and regularly reviewed to ensure EPECTED LEVEL OF ACHIEVEMENT Faculty develop and review curriculum regularly for integrity, rigor, and currency AEB faculty METHOD Faculty review curriculum utilizing department survey form. Surveys compiled by FREQUENCY (was Annually in July in academic year ) Annually in November IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS demonstrate student are achieving outcomes at competent and exemplary levels. November 4, 2013 Faculty meeting minutes reflect that elumen data r/t student achievement of SLO s entered in each semester. January 13, 2014 Curriculum meeting minutes reflect discussion about pilot of MCH prior to Alt III: loss of 2 nd year mentoring of 1 st year students in fall semester; students felt got off to slow start in Alt III clinical s. August 20, 2014 Tables reflect SLO s are organized by course with delivery methods, learning activities, and evaluation method. February 28, 2011 Curriculum meeting minutes reflect Activities will be developed to Met. Continue to monitor. Met. Continue to monitor. Met. Continue to monitor. NET REVIEW August, 2014 August, 2014 August, 2015 Page 223

225 PLAN COMPONENT integrity, rigor, and currency. EPECTED LEVEL OF ACHIEVEMENT completion of surveys and nursing minutes. METHOD program director and results presented at curriculum meeting for evaluation by faculty. FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS integrate MOC concepts like collaboration and delegation into clinical experiences. NCLE results show improvement needed in these areas. March 28, 2011 Curriculum meeting minutes reflect Cindy passed out clinical applications for concepts taught in MOC I and II. This will be an option for clinical instructors to use February 16, 2012 Faculty meeting minutes reflect ANA encourages PTSD be taught in nursing programs. Our mental health curriculum already includes this. August 16, 2012 Faculty meeting minutes reflect D. Pate and I Owens reported on 1 st run of hybrid transition class; felt students more engaged in classroom, liked NET REVIEW Page 224

226 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS that students had access to grades week/week, and could see objectives and what they re responsible for. All exams done on line; felt more effective way to evaluate active learning October 29, 2012 Curriculum meeting minutes reflect Blackboard courses for transition- pilot going well, will continue format in Spring 2013 Evaluation of changes to succession of Alt I and NF I going from concurrent to NF I first then Alt I after. HESI scores similar, all students passed course; Alt I first psych exam grades good. January 28, 2013 Curriculum minutes reflect faculty evaluated pilot of doing NF I then Alt I in minimester rather than concurrent. 100% faculty wish NET REVIEW Page 225

227 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS to continue for fall 2013 February 25, 2013 Curriculum meeting minutes reflect Review of HESI exams MCH and Psych scores less than desirablethose teaching in those content areas will review content for any deficiencies July, 2013 Curriculum meeting minutes from August 26, 2013 reflect discussion about clinical rubric development and curriculum planning for any fall syllabus changes. September 9, 2013 Curriculum meeting minutes reflect exam results for NF I and MCH reviewed. Faculty in process of reviewing course custom HESI exams for appropriateness. November 4, 2013 Curriculum meeting minutes reflect discussion about Met. Continue current plan. Nursing director to secure funding for equipment NET REVIEW November, 2014 November, 2014 Page 226

228 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS 2 nd year students mentoring 1 st year students with skills in lab and clinical settings. Equipment is needed to increase simulation experiences. Need IV pumps and medication dispensing systems. December 9, 2013 Curriculum minutes reflect bridge faculty are reviewing textbooks for possible change January 13, 2014 Curriculum minutes reflect discussion about varied methods of evaluation. Faculty working on review of courses for March meeting. March 7, 2014 Curriculum minutes reflect faculty have all completed survey of nursing course they teach in. Results are overall positive. Discussion about potential changes purchases for simulation. Follow-up when decision made. Discussion to continue. No curriculum changes indicated. Math curriculum will be discussed at later date. NET REVIEW November, 2014 November, 2014 November, 2014 Page 227

229 PLAN COMPONENT 4.4 The curriculum includes general education courses that enhance professional nursing knowledge and practice. EPECTED LEVEL OF ACHIEVEMENT Program curriculum includes general education courses that enhance nursing knowledge and practice AEB nursing minutes, program requirements, state requirements demonstrate support METHOD Program director and faculty review required general education courses for applicability to the enhancement of nursing knowledge and practice and compliance with FREQUENCY (previously was when any general education course requirement changes are made in academic year ). Every 2 years in June (odd numbered years) IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS in math curriculum, tabled to later meeting. September 22, 2014 Curriculum meeting minutes reflect discussion about math as in program now. A support group is being formed for ESL students. A survey was done of student interest in nursing blackboard enhanced courses. 1 st year students overwhelmingly would like this format, 2 nd year students not as interested. Spring 2015 will implement CN II and NF II as technology enhanced classes. June, 2014 No general education courses changed. Table reflects general ed. courses and how enhance nursing knowledge. A math committee has been developed to work on math curriculum assessment. Met, continue current plan. NET REVIEW November, 2014 June 2015 Page 228

230 PLAN COMPONENT 4.5 The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives. 4.6 The curriculum and instructional processes reflect educational theory, interprofessional collaboration, research, and current standards of practice. EPECTED LEVEL OF ACHIEVEMENT for general education courses. End of program student learning outcomes, course outcomes, and clinical experiences include cultural, ethnic and socially diverse concepts including regional, national, and global perspectives AEB nursing minutes reflect review of curriculum documents for the inclusion of cultural, ethnic, and socially diverse concepts. Curriculum and instructional processes reflect educational theory, interprofessional collaboration, research and current standards of practice AEB nursing minutes METHOD program and state requirements. Curriculum committee reviews for inclusion of socially diverse concepts and currency of regional, national or global perspectives. Review of curriculum and faculty evaluations verify that instruction reflects educational theory, interprofessional collaboration, research, and FREQUENCY and when any general education course requirement change is made. (was when changes are made to the curriculum related to cultural, ethnic, or socially diverse concepts or experiences from regional, national, or global perspective in academic year )) Every 2 years (even numbered years) and when changes are made to the curriculum related to cultural, ethnic, or socially diverse concepts or experiences from regional, national, or global perspectives Annually in March and with any significant change to curriculum. IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS June, 2014 Review reflects concepts are included in curriculum throughout and reflected in SLO s at program end. September 19, 2011 Curriculum meeting minutes reflect discussion and procedure developed for collaborative testing. Met, continue current plan NET REVIEW June 2016 Page 229

231 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT and/or curriculum documents will identify how educational theory, interprofessional collaboration, research and standards of practice are addressed in the curriculum. METHOD current standards of practice. FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS Geri presented QSEN competencies as a way to change student clinical journaling for 2 nd year students. Start pilot for 2 nd year and transition students using attitudes column for questions they can answer. November 7, 2011 Curriculum meeting minutes reflect Collaborative testing being used in 1 st semester; will evaluate at end of semester. Reflective journaling with QSEN outcomes reported as doing very well. Students find more meaningful and faculty getting good responses October 29, 2012 Curriculum meeting minutes reflect Article shared on Clinical Peer Mentoring. Will pilot pairing 1 st and 2 nd year students in NET REVIEW Page 230

232 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS lab and clinical with instructor supervision for mentoring January 14, 2013 Faculty meeting minutes reflect discussion of collaborative testing in 1 st year students. Decided student must receive individual grade of 80 or above to earn group points February 25, 2013 Curriculum meeting minutes reflect Discussion about requiring all paramedics take CNA course prior to admission- maybe implement summer Will do further research and bring to next curriculum meeting. March 25, 2013 Curriculum meeting minutes reflect Discussion about paramedic and CNA requirement. Irene presented practice at other schools. All in favor of beginning NET REVIEW Page 231

233 PLAN COMPONENT 4.7 Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of the student learning outcomes. EPECTED LEVEL OF ACHIEVEMENT Achievement of student learning outcomes are measured utilizing varied methods that reflect established professional practice competencies AEB nursing minutes, course syllabi, and curriculum documents that demonstrate evidence of varied evaluation methods used to reflect professional practice competencies and to measure SLO achievement. METHOD Curriculum committee will review course documents, exams, clinical evaluation tools, assignments, HESI exams, and special projects and assignments for evaluation methods used. FREQUENCY (was Biannually in March & October in academic year ) Annually in February IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS in new class of 2014 but will need to be approved by cabinet 1 st. March, 2014 Table reflects application of education theories, interprofessional collaboration, research, and current standards of practice throughout curriculum. February 28, 2011 Curriculum meeting minutes reflect changes given out to eval methods in practicum. No poster, do evolve management case studies which will help students with delegation etc. learning. Evaluation revised to specifically reflect program outcomes achievement March 28, 2011 Curriculum meeting minutes reflect Cindy proposed students have varied opportunities Met. Continue current plan. To be put on April agenda. NET REVIEW March, 2015 Page 232

234 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS to earn grades in each course, eg. quizzes, homework, tickets to class, papers, case studies etc. April 25, 2011 Curriculum meeting minutes reflect Diane submitted revised syllabus that addresses evaluation method changes. Includes course project as part of course grade. September 19, 2011 Curriculum meeting minutes reflect discussion and procedure developed for midcurricular exams. November 7, 2011 Curriculum meeting meetings reflect HESI mid-curricular exams to be developed for Alt II and NF II for evaluation of SLO s December 5, 2011 Faculty meeting minutes reflect CN II and CN IV evaluations being Diane to take to administration for approval. NET REVIEW Page 233

235 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS reworked- out for review by faculty and rubrics being developed to report SLO s January 28, 2013 Curriculum meeting minutes reflect discussion about project points counting even if test grades below 80. Recommended multiple ways of assessing student learning be added to syllabi. Suggestion to weight HESI test scores more than 10%. Vote 12 yes and 1 no to add ways of evaluation in fall October, 2013 Faculty analysis of Courses for evaluation methodologies are predominantly positive for varied methods. Some units identified as an opportunity to improve the variation. Such methods as more simulation, quizzes, Curriculum committee will address adding more varied evaluation methods to evaluate student learning. As courses for fall 2014 are developed other methods will be introduced NET REVIEW Page 234

236 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS discussions, case studies. (see associated faculty evaluations) November 4, 2013 Curriculum meeting minutes reflect varied methods of evaluating and grading students discussed. Ideas contributed. Faculty will move in that direction of adding to syllabi. Diane sent out questionnaire to faculty to evaluate syllabi for evaluation methods. Faculty are continuing to work on these December 9, 2013 Curriculum meeting minutes reflect Continued discussion about alternative methods of evaluation. February 17, 2014 Curriculum meeting minutes reflect further discussion about possible methods of varied evaluation. Survey will be sent. Faculty to identify varied preferred methods of evaluation in each course they teach in. Further discussion next meeting Continue discussing and planning Continue planning for varied evaluation methods NET REVIEW February, 2014 February 2014 February, 2015 Page 235

237 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS Success course will be added to orientation of new students so all can benefit. March 17, 2014 Curriculum meeting minutes reflect further discussion about how to distribute 1,000 points in course. HESI 100 pts, Exams 500 pts, Projects 100 pts, Quizzes / homework 300 pts. Goal to have each pair of faculty teaching in course review and complete for next curriculum meeting. Continue planning for varied evaluation methods NET REVIEW February, The length of time and the credit hours required for program completion are congruent with the attainment of identified student learning outcomes and program outcomes and consistent with the policies of the governing organization, state Program length and total credit hours are in compliance with the Florida Board of Nursing (72) AEB college catalog and Florida Board of Nursing Rules. Program credit hours and length are compatible with attainment of SLO s AEB program Program director monitors Florida Board of Nursing for changes in credit hours policy and reflection of requirements in college catalog. Department chair will assess level of SLO s achievement through evaluation (was when any changes are made to governing policies or LSSC program courses in academic year ) Assess SLO achievement annually in July. Assess length of program and credit hours when any changes are made July 2014 Congruency with credit hours and achievement of SLO s and program outcomes completion rates = 89% Leesburg, 71% South Lake, 87% Bridge. Review South Lake cohort for lower completion percent. July 2015 Page 236

238 PLAN COMPONENT and national standards, and best practices. 4.9 Practice learning environments support the achievement of student learning outcomes and program outcomes. EPECTED LEVEL OF ACHIEVEMENT completion rates meeting or exceeding benchmark of 80% of students will complete the program within 3 years. Clinical rotations and skills lab environments support the achievement of student learning outcomes and program outcomes AEB student evaluations of clinical instruction and lab practice/ testing and student achievement of program student learning outcomes. METHOD data provided by e- Lumen. Program director will review student evaluations of clinical and lab experiences. Department Chair will review E- Lumen clinical evaluation data for student achievement of program student learning outcomes. FREQUENCY to governing policies. (Was annually in March in academic year ) Annually in May IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS April 25, 2011 Curriculum meeting minutes reflect Diane submitted analysis of Student Clinical preparation and how well prepares for later clinicals. All decided will change nursing home experience in 1 st semester to acute care experiences and will evaluate over next 2 years September 12, 2011 Faculty meeting minutes reflect We are no longer doing clinical rotations at nursing home that received unsatisfactory evals in 2010 September 24, 2012 Curriculum meetings reflect all need to think about NET REVIEW Page 237

239 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS alternative clinicals to community clinic experiences as students evals not very positive October 29, 2012 Curriculum meeting minutes reflect alternate experience for community clinicsallow students to select one from Cancer center, wound care center, GI/Endoscopy. All experiences support content in theory classes for the semester. January 14, 2013 Curriculum meeting minutes reflect Evals of facilities by students note colonial lakes limited resources and supplies that impacted student experience. Will look for another facility for that experience. February 25, 2013 Curriculum meeting minutes reflect Discussion about lack of appropriate NET REVIEW Page 238

240 PLAN COMPONENT 4.10 Students participate in clinical experiences that are evidencebased and reflect contemporary practice and nationally established patient health and safety goals. EPECTED LEVEL OF ACHIEVEMENT Clinical experiences reflect best practices and national patient health and safety goals AEB nursing minutes and /or faculty evaluations of clinical experiences. METHOD Faculty complete clinical site checklist for compliance with contemporary best practices and patient health and safety goals. FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS LTC facility in Clermont for student geriatric experience in first semester. Decided to use assisted living facilities for psych component and older adult project then to hospital for med/surg skills. November 4, 2013 Curriculum meeting minutes reflect Bridge to Abilitypeds experience this semester did not rate well with students. May, 2014 Student evals of clinical and lab experiences reflect student satisfaction and achievement of learning outcomes. Annually in October December 3, 2012 Faculty meeting minutes reflect look at developing new clinical experience r/t post hospital discharge f/u and community resource education. October, 2013 Will look into other options for peds experiences. Met. Continue current plan. No change in clinical facilities NET REVIEW May, 2014 May, 2015 October, 2014 Page 239

241 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS Faculty evaluations of clinical experiences reflect that they are positive learning environments that are compliant with best practices and patient safety goals. All rate facilities as satisfactory and recommend for continued use as a clinical experience. November 4, 2013 Faculty minutes reflect new form given to FT and PT faculty to evaluate clinical facilities indicated. Will continue to utilize current facilities. Will review evaluations when returned. (f/u note- evaluations of facilities were satisfactory. NET REVIEW October, Written agreements for clinical practice agencies are current, specify expectations for all parties, and ensure the protection of students. Written agreements with clinical agencies are current, specify expectations for all parties, and protect students AEB nursing minutes reflect a review of clinical agreements/contracts regarding protection Program director will review of all clinical practice agreements and document. October 2014 Faculty evaluations of clinical facilities to be distributed at 12/15/14 faculty meeting. Annually in July July, 2013 Written ESA s are current with specifics for all parties identified. July, 2014 Written ESA s are current with specifics for all parties identified. Will review evaluations when available. Met. Continue current plan. Met. Continue current plan. October, 2015 July, 2014 July, 2015 Page 240

242 PLAN COMPONENT 4.12 Learning activities, instructional materials, and evaluation methods are appropriate for all delivery formats and are consistent with the student learning outcomes. EPECTED LEVEL OF ACHIEVEMENT of students, expectations of parties and currency. Learning activities, instructional materials, and evaluation methods are appropriate for all delivery formats and are consistent with student learning outcomes AEB nursing minutes will document review of instructional materials and evaluation methods utilized in online instruction and any differences are justified. METHOD Program director and faculty will review hybrid / online syllabi to identify learning activities and instructional materials are appropriate and consistent with and that student learning outcomes. FREQUENCY (Was annually in July in academic year ) Annually in April IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS 13 current ESA s, 5 not currently used for clinical experiences December 5, 2011 Faculty meeting minutes reflect Skills fair to be held Mon, January 9, 2012 April, 2014 Review of hybrid online syllabi shows learning activities, instructional materials, and evaluation methods are appropriate for SLO achievement Met. Continue current plan. NET REVIEW April, 2015 Page 241

243 STANDARD 5: RESOURCES Fiscal; physical, and learning resources are sustainable and sufficient to ensure the achievement of the student learning outcomes and program outcomes of the nursing education unit. PLAN COMPONENT 5.1 Fiscal resources are sustainable, sufficient to ensure the achievement of the student learning outcomes and program outcomes, and commensurate with the resources of the governing organization. 5.2 Physical resources are sufficient to ensure the achievement of the nursing education unit outcomes, and meet the needs of the faculty, staff, and students. EPECTED LEVEL OF ACHIEVEMENT Fiscal resources will be sufficient to ensure the achievement of the student learning and program outcomes and commensurate with the resources of the governing organization AEB nursing minutes reflect the assessment of budgetary resources to support achievement of student and program outcomes. Physical resources are sufficient to ensure achievement of unit outcomes and meet needs of faculty, staff, and students AEB nursing minutes reflect the degree physical resources support the achievement of outcomes and meet METHOD Program director and faculty will assess budget for adequacy and appropriateness to support student learning. Survey of students, faculty, and staff for adequacy of physical resources. FREQUENCY (was annually during budget planning in April in academic year ) Annually in November IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS November, 2013 The budget is adequate to achieve SLO s and program outcomes. November, 2014 The budget is adequate to achieve SLO s and program outcomes. Annually in April 8/16/12 Faculty meeting minutes reflect that media room changes have been made and is now available for post conferences when needed. Improvements were made at South Lake Lab creating more space. Met, continue current plan. Continue to seek other supplemental sources of funding for equipment updating. Funding was obtained from the foundation for 2 Medication administration systems. Continue to seek supplemental resources NET REVIEW November 2014 November, 2015 Page 242

244 PLAN COMPONENT 5.3 Learning resources and technology are selected with faculty input and are comprehensive, current, and accessible to faculty and students. EPECTED LEVEL OF ACHIEVEMENT the needs of the faculty, staff, and students. Learning resources and technology are selected with faculty input and are comprehensive, current, and accessible to faculty and students AEB nursing minutes support faculty input into selection of learning resources and technology and faculty assessment of adequacy, currency, and accessibility of learning resources and technology. METHOD Faculty will document the availability of learning resources and technology and evaluate for adequacy, currency, accessibility, and comprehensiveness. Assessment to include, at a minimum, library resources, computer labs, skills labs, learning centers, smart classroom equipment FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS April, 2014 Leesburg campus has adequate resources to achieve outcomes and meet needs; SL campus Lab is more space limiting. Planning funding has been received for construction of new sciences building on SL campus. This will allow nursing space to expand. Annually in April February 28, 2011 Curriculum meeting minutes reflect all faculty decided to continue with present texts. March 28, 2011 Curriculum meeting minutes reflect current texts reviewed- Mary and Roxanne will work with math department to evaluate dosage calc. text (Pickar) for next year. Will delete Hogstell and Curry, Health Assessment text. All others will be kept. E-books are Continue to assess physical resources and adapt as possible until building established. Mary and Roxanne will work with math department to evaluate dosage calc. text (Pickar) for next year. Will delete Hogstell and Curry, Health Assessment text. All others will be kept. E-books are optional. Will add NCLE review book to required texts. NET REVIEW April, 2015 Page 243

245 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS optional. Will add NCLE review book to required texts. September 12, 2011 Faculty meeting minutes reflect Nicole arranged ATI rep to come present info to faculty in Nov. to eval HESI vs ATI testing products. NET REVIEW October10, 2011 Faculty meeting minutes reflect current texts will be made available in library on library budget. November 14, 2011 Faculty meeting minutes reflect G. Tulley reminded all to review copies of Pearson books to be prepared to discuss at curriculum committee Jan January 23, 2102 Faculty meeting minutes reflect faculty discussed ATI vs HESI and all Page 244

246 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS decided to stay with HESI exams G. Tulley reminded all to express opinions on texts. Students questioned were not in favor of current Ignatavicius Medical/Surgical textbook. November 4, 2013 Curriculum committee minutes reflect discussion about ways to achieve better clinical training if faculty student ratios can t be reduced from 1:6 to 1:5. Need to get IV pumps and tubing so lab simulations could be done; get med dispensing systems to compensate in lab for limited clinical opportunities. Director to seek funding for IV pumps and supplies and medication system. NET REVIEW April, 2014 December 9, 2013 Curriculum meeting minutes reflect report that review of practices in area for faculty student ratios vary 1:6 to Continue current plan April, 2014 Page 245

247 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS 1:12. Will not be going to 1:5 ratio. April, 2014 Faculty requests for IV pumps was fulfilled to allow for more simulation practice. Faculty complete learning resource and technology requests each year and as needed. Met. Continue current plan. Continual updates and repairs will be planned for. Equipment is aging and will require funds to keep functional. NET REVIEW April, Fiscal, physical, technological, and learning resources are sufficient to meet the needs of the faculty and students engaged in alternative methods of delivery. Fiscal, physical, technological, and learning resources are sufficient to meet the needs of faculty and students engaged in online delivery AEB nursing minutes that reflect student and faculty evaluations of fiscal, physical, technological and learning resources for adequacy. Program director will assess surveys of students and faculty to evaluate sufficiency of technological and learning resources towards meeting needs of faculty and students. Annually in April April, 2014 Review of resources for those involved in alternative methods of delivery reveals that resources are adequate for to meet technological and learning needs of faculty and students. Met. Continue current plan. April 2015 Page 246

248 STANDARD 6: OUTCOMES Program evaluation demonstrates that students and graduates have achieved the student learning outcomes, program outcomes, and role-specific graduate competencies of the nursing education unit. PLAN COMPONENT 6.1 The systematic plan for evaluation of the nursing education unit emphasizes the ongoing assessment and evaluation of each of the following: Student learning outcomes; Program outcomes; Role-specific graduate competencies; and The ACEN Standards. The systematic plan of evaluation contains specific, measurable expected levels of achievement; frequency of assessment; appropriate assessment EPECTED LEVEL OF ACHIEVEMENT The systematic plan for evaluation of the unit emphasizes ongoing assessment and evaluation of student learning and program outcomes, rolespecific graduate competencies, and ACEN standards. The plan contains specific, measurable expected levels of achievement, frequency of assessment, appropriate assessment methods, and a minimum of 3 years of data for each component. METHOD Program Director reviews and evaluates plan for specified levels of achievement and analyzes for 3 years of aggregate data. FREQUENCY Annually in October and for any substantive changes. IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS August 22, 2011 Faculty workshop minutes reflect summary of evaluations of information sessions, students of faculty, students of facilities, graduate surveys; All evaluations achieved benchmark or above. January 23, 2012 Faculty meeting minutes reflect Maggie asked all for any corrections to systematic plan and all note standards are now listed on agendas of all meetings- Systematic Evaluation calendar attached. January 14, 2013 Faculty meeting minutes reflect report on analysis of E-Lumen data r/t SLO s. 100% of NET REVIEW Page 247

249 PLAN COMPONENT methods; and a minimum of three (3) years of data for each component within the plan. EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS students met competent or above in clinical performance SLO. Faculty voted to keep plan the same. Analysis of Results report attached for CN II, CN IV, and practicum. March 11, 2013 Faculty meeting minutes reflect Dr. Lisle presented Task Stream program. It would potentially replace E-Lumen as a system for evaluating SLO achievement. Faculty will consider changing if appropriate. October, 2013 Systematic plan rewritten in July of 2013 to address changes in ACEN standards and develop updated reporting scheduling. Plan addresses requirements of SLO s, Program Outcomes, Documentation process are being updated with each review to more clearly track required data, more specifically define evidence of expected levels of achievement, and compile data to reflect trending. NET REVIEW October, 2014 Page 248

250 PLAN COMPONENT 6.2 Evaluation findings are aggregated and trended by program option, location, and date of completion and are EPECTED LEVEL OF ACHIEVEMENT Evaluation findings are aggregated and trended by program option, location, and date of completion. Evaluation METHOD Program director collects, analyzes, and trends aggregated data and reports to faculty. FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS graduate competencies and NLNAC Standards. Although ongoing evaluation has occurred the documentation of this process is not clearly evident. November 4, 2013 Faculty minutes reflect meeting program outcomes and NLN standards. Core competencies are being met in practicum course. October, 2014 The plan contains specific, measurable expected levels of achievement, frequency of assessment, appropriate assessment methods, and a minimum of 3 years of data for each component. Annually in July. April 11, 2011 Faculty meeting minutes reflect 2 nd year student evaluations of instructors and clinical facilities Met. Continue current plan. Met. Continue current plan. Dr. Wacker will send out reminding them. NET REVIEW October, 2014 October, 2015 Page 249

251 PLAN COMPONENT sufficient to inform program decisionmaking for the maintenance and improvement of the student learning outcomes and the program outcomes. EPECTED LEVEL OF ACHIEVEMENT information is used for program decision-making and for maintenance and improvement of student learning and program outcomes AEB nursing minutes that indicate aggregated evaluation findings and faculty input into program decision making. METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS sent online. Beth asked for assistance getting students to complete as only 50% had been completed. April 9, 2012 Faculty meeting minutes reflect Beth gave response # for evaluations sent out to students. all need to encourage/remind students to complete evaluations asap. August 16, 2012 Faculty meeting minutes reflect all clinical faculty evaluations were average or above. One outpatient facility evaluation was poor and Dr. Wacker met with administrator who investigated report. Full time faculty haven t received classroom evaluations yet. July, 2014 Review of evaluation findings are shared, Dr. Wacker will look into why faculty haven t received classroom evaluations. Met. Continue current plan. NET REVIEW July, 2015 Page 250

252 PLAN COMPONENT 6.3 Evaluation findings are shared with communities of interest. EPECTED LEVEL OF ACHIEVEMENT Evaluation findings are shared with communities of interest AEB nursing and advisory board minutes. METHOD Program director reports findings to nursing faculty and advisory committee members at semiannual meetings. FREQUENCY (was semiannually in November & April in academic year ) Semiannually in October & April IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS evaluated for program decision making and achievement of SLO s. Ongoing minutes reflect faculty participation in program decision making August 22, 2011 Faculty workshop meeting minutes reflect evaluation findings will be shared with advisory committee in October October 21, 2013 Advisory committee meeting minutes show program findings shared with community of interest. April, 2014 Minutes of advisory committee meetings reflect that program evaluation findings are shared with communities of interest. October, 2014 Advisory board meeting scheduled for November 3, Met. Continue current plan. Met. Continue current plan. Will assess after scheduled meeting. NET REVIEW April, 2014 October, 2014 November, 2014 Page 251

253 PLAN COMPONENT 6.4 The program demonstrates evidence of achievement in meeting the program outcomes. EPECTED LEVEL OF ACHIEVEMENT Program demonstrates evidence of achievement in meeting program outcomes AEB e- Lumen data analysis for achievement of program outcomes in clinical practicum by graduating students. METHOD Review of SLO data analysis from e- Lumen for practicum which measures achievement of program outcomes by graduating students. FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS November 3, 2014 Advisory board meeting minutes reflect program evaluation findings shared Annually in July July, 2013 Review of e-lumen data for practicum course was reviewed for May 2013 graduates. SLO 1-69% of students met at an exemplary level and 31% met at a competent level. SLO 2 62% met at exemplary level and 38% at competent level SLO 3-72% met at exemplary level and 28% at competent level SLO 4 72% met at exemplary level and 28% at competent level SLO 5 60% met at exemplary level and 40% at competent level SLO 6 60% met at exemplary level and 40 % at competent level. Met. Continue current plan. Met. Continue current plan. NET REVIEW April, 2015 July, 2014 July, 2014 Met. July, 2015 Page 252

254 PLAN COMPONENT Performance on licensure exam: The program's 3- year mean for the licensure exam pass rate will be at or above the national mean for EPECTED LEVEL OF ACHIEVEMENT The program's 3- year mean for the licensure exam pass rate will be at or above the national mean for the same 3-year period AEB a table METHOD Program Director will gather and review data on LSSC student performance on NCLE-RN. FREQUENCY (was annually in November in academic year ) Annually in January IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS Review of e-lumen data for Practicum course was reviewed for May 2014 graduates. SLO 1-73% of students met at an exemplary level and 27% met at a competent level. SLO 2 65% met at exemplary level and 35% at competent level SLO 3-75% met at exemplary level and 25% at competent level SLO 4 80% met at exemplary level and 20% at competent level SLO 5 62% met at exemplary level and 38% at competent level SLO 6 63% met at exemplary level and 37 % at competent level NCLE pass rate was 86.42% October 10, 2011 Faculty meeting minutes reflect NCLE-RN first time pass rate Continue current plan. Exceeded national standard NET REVIEW Page 253

255 PLAN COMPONENT the same 3-year period. EPECTED LEVEL OF ACHIEVEMENT documenting NCLE performance. METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS general track 97.14% and NCLE-RN first time pass rate for transition 100%... National pass rate was 87.89% NCLE-RN first time pass rate was 93.02%. National pass rate was 90.34% August 26, 2013 Faculty meeting minutes reflect review of 1 st time board failures. Higher than typical failures noted thus far. Chart reviewed for course grades and HESI grades for those 1 st time failures. Review of literature presented. December 9, 2013 Faculty meeting minutes reflect NCLE-RN first time pass rate was 79.73% (Jan Sept) National pass rate was 83.04% November, 2014 NCLE-RN first time pass rate was 88.04%.(Jan Sept) Exceeded national standard Plan to be developed for pass rate improvement Criteria not met. See NCLE-RN improvement plan in documentation folder available in the document display room. Expected level of achievement met. Exceeded national standard. NET REVIEW November, 2013 November, 2014 January, 2016 Page 254

256 PLAN COMPONENT Program completion: Expected levels of achievement for program completion are determined by the faculty and reflect student demographics and program options. EPECTED LEVEL OF ACHIEVEMENT Expected levels of achievement for program completion are determined by the faculty and reflect student demographics and program options. 80% of students will complete the program within 3 years AEB nursing minutes and / or table reflecting completion rates for students. METHOD Program director will review data provided on student program completion rates FREQUENCY Annually in July April 9, 2012 Faculty meeting minutes reflect Diane asked us to revisit student retention at next curriculum meeting and think of recommendations to bring with you October 8, 2012 Faculty meeting minutes reflect Diane recommendations for the program review identified increased failure rates 1 st and 3 rd IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS National pass rate was 82.86% (Jan Sept) semesters. Cindy taught student success course (5 weeks) for incoming students in summer Course designed to address failure risk factors for 1 st semester students. July, 2013 Completion rates for 2013 reviewed. General track for Leesburg has 88% completion rate. Met, continue current plan. NET REVIEW July, 2014 Page 255

257 PLAN COMPONENT Graduate Program Satisfaction: Qualitative and quantitative measures address graduates six to twelve months postgraduation. EPECTED LEVEL OF ACHIEVEMENT Qualitative and quantitative measures address graduates program satisfaction six to twelve months postgraduation AEB nursing minutes and evaluation results expressing overall student satisfaction with program. METHOD Survey sent to graduates 6-12 (8) months after completion of program. FREQUENCY (was annually in November in academic year ) Annually in January IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS General track South Lake has 86% completion rate. Bridge track has 91% completion rate. July, 2014 Completion rates for 2014 reviewed. General track for Leesburg has 89% completion rate. General track South Lake has 71% completion rate. Bridge track has 87% completion rate April 11, 2011 Faculty meeting minutes reflect request to get preferred from students before graduating so we can send 6-12 months post grad surveys there. Not all continue to use lakerhawk after graduation September 10, 2012 Faculty meeting minutes reflect request to remind any grads you may South Lake campus did not meet the outcome. Will reevaluate for possible causative factors. Need to identify risk factors and commonalities to determine what methods might help achieve outcome. NET REVIEW July, 2015 Page 256

258 PLAN COMPONENT EPECTED LEVEL OF ACHIEVEMENT METHOD FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS encounter in clinical to respond to 6 month out evaluation. Will be mailed out soon. October 8, 2012 Faculty meeting minutes reflect 6 month out evaluations ed out all try to promote grad responses. November 19, 2012 Faculty meeting minutes reflect only 30 exit surveys returned. Scores are overall positive. December 9, 2013 Faculty meeting minutes reflect only 18 of 70 of the 2013 graduates responded to 6 month postgraduation survey. On a scale of 1-4, with 4 being strongly agree, the average response was Met. Continue current plan. NET REVIEW January, 2015 December 5, 2014 Graduate surveys returned for students graduating Spring 2014 Met. Continue current plan. January 2016 Page 257

259 PLAN COMPONENT Employer Program Satisfaction: Qualitative and quantitative measures address employer satisfaction with graduate preparation for entry-level positions six to twelve months postgraduation. EPECTED LEVEL OF ACHIEVEMENT Qualitative and quantitative measures address employer satisfaction with graduate preparation for entry-level positions six to twelve months postgraduation AEB nursing minutes and evaluation results expressing satisfaction with graduate preparation. METHOD Survey sent to employers 6-12 (8) months after graduation of students. FREQUENCY (was annually in November and follow up in April in academic year ) Annually in January IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS N = 25 On a scale of 1-4 with 4 being strong agree, the average response was 3.8 December 9, 2013 Faculty minutes show that survey results are pending February, 2014 Request again sent to area hospitals requesting feedback on May 2013 graduates. April 7, 2014 Minutes of advisory board meeting reflect qualitative responses from facilities that hired LSSC graduates. November 3, 2014 Minutes of advisory board meeting reflect further data gathering about satisfaction with skills level of graduates. Follow-up to get response to surveys. NET REVIEW February, 2014 No responses. February, 2015 Areas of curriculum to evaluate for concepts; time management, prioritization, critical thinking & problem solving, patient safety. Follow-up with Spring 2015 advisory board meeting for areas identified. February, 2015 February, Job Placement Rates: Expected levels of achievement are determined by the faculty and are Expected levels of achievement are determined by the faculty and are addressed through quantified Program director will collect data from graduate surveys and the Florida Education and Training (was annually in April in academic year ) Annually in January January, 2014 Reports for 2013 graduates reflect that at 6 months post- graduation Met, continue current plan. January 2015 Page 258

260 PLAN COMPONENT addressed through quantified measures six to twelve months postgraduation. EPECTED LEVEL OF ACHIEVEMENT measures six to twelve months postgraduation AEB 90% of graduates will be employed within 6 months following graduation. METHOD Placement Information Program 6-12 (8) months after graduation. FREQUENCY IMPLEMENTATION ANALYSIS OF ACTION PLAN RESULTS OF BASED ON DATA ANALYSIS OF COLLECTION RESULTS 94 % are working as an RN. NET REVIEW Page 259

261 Appendices APPENDI A ORGANIZATIONAL CHART Lake-Sumter State College Organizational Chart Page 260

262 Page 261

263 APPENDI B EDUCATIONAL SERVICES AGREEMENT EDUCATIONAL SERVICES AGREEMENT I. AGREEMENT THIS AGREEMENT made by and between the Board of Trustees of LAKE-SUMTER STATE COLLEGE, having a mailing address of 9501 U.S. Highway 441, Leesburg, Florida (hereinafter referred to as the "College") and the health care facility, having its principal facility at, (hereinafter referred to as the "Agency"). THIS AGREEMENT shall include Associate Facilities of the Agency listed separately in the Addendum and Schedule A. II. BACKGROUND The College operates a community-learning center under the name of LAKE-SUMTER STATE COLLEGE. The Agency operates a facility suitable for clinical/laboratory training of specified areas of instruction conducted by the College. The parties wish to here agree on the utilization of the Agency's facility, equipment, and, where appropriate and allowable, personnel to conduct student training. NOW, THEREFORE, in consideration of the agreements and obligations herein provided, it is mutually agreed by and between the parties as follows: III. GENERAL The parties shall cooperate in the training of students enrolled in health care educational classes at the College under the terms and conditions as outlined in this agreement. The training shall be accomplished by "on-the-job" assignments of particular College students to particular duties within the Agency's health care facility. It is specifically understood that students receiving clinical experience represent the Associate Degree level of Nursing and that they will be assigned duties according to the level of nursing for which they have been prepared in the classroom. The maximum number of students to be accepted for clinical experience in the Agency's clinical areas will not exceed the number set forth in Schedule A of this Agreement. The areas of nursing experience as well as time schedules are also included in Schedule A. IV. OBLIGATIONS OF THE COLLEGE 1. To provide a coordinator without cost to the Agency. 2. To provide competent faculty, instructors and supervisory personnel, and upon request, will fax the competency review and license to the Agency. Page 262

264 3. To provide the Agency with a current written sequence of services and learning competencies as specified in the College's program curriculum. 4. To provide the Agency with a Certificate of Insurance certifying the college has professional liability coverage with limits of $1,000, for each incident/$3,000, aggregate. 5. Maintain proof of immunizations for each Participant as follows: Hepatitis B Series Measles, Mumps, Rubella PPD Including Renewals Tetanus Booster vaccine recommended every 10 years Chicken Pox History of disease or titer. If history and titer are negative, student may consider varicella vaccine. Participants who are not immune and sustain an exposure to chicken pox will be restricted to non-patient contact during the incubation period. CPR Including Renewals 6. To have on its premises Florida Department of Law Enforcement and Federal Bureau of Investigation background reports for each Participant. Each participant will be required to sign a completed Background Report Information Update each semester to verify that there have or have not been any changes in their status. The Agency will be notified should an issue arise that would affect the level of care given to patients/clients. The College will address the matter accordingly with the Participant. 7. To have on its premises current proof of health insurance or signed waiver that each Participant is financially responsible for any liability due to travel or activity conducted by or under the control of the College. 8. Faculty to provide guidance and supervision to students providing direct care to patients/clients as outlined in the Rules of the Board of Nursing, Chapter 64B9 of the Florida Administrative Code. 9. The Facility Contact Information Form to be updated annually with the facility. V. OBLIGATIONS OF THE AGENCY 1. To provide clinical/laboratory training experiences in the services specified by the College for each student considered by the College to be eligible for participation in the health care service educational program of the College. Page 263

265 2. To appoint a representative to work with the College's coordinator and/or instructor/supervisor to develop a written plan for scheduling and supervising students during regular and makeup periods of training, including a procedure for advance arrangements for student supervision in the absence of a College assigned instructor. 3. To include the College's coordinator, supervisor(s) and faculty in the Agency's staff meetings when policies, work procedures or actions to be discussed will affect or relate to the student's Agency training schedule. 4. To provide the College's coordinator, supervisor(s) and faculty with open access to the Agency's departments where students have been assigned for Agency training purposes, for the purpose of supervision, instruction and evaluation of students' performance and program of instruction. 5. To maintain, during the term of this agreement, professional liability insurance in amounts of not less than $1,000, for the claims or judgments of any one person and a liability limit of $3,000, for all claims or judgments arising out of the same incident or occurrence. 6. Agency assumes administrative responsibility for services rendered. 7. Agency will be responsible for notifying the College should a change in facility name or contact person occurs. 8. Clinical Site Personnel to provide guidance and supervision to students providing direct care to patients/clients as outlined in the Rules of Nursing, Chapter 64B9 of the Florida Administrative Code. VI. MISCELLANEOUS 1. The parties shall agree to a written procedure for notification of appropriate Agency personnel when a student must be absent from the student s clinical position. 2. The Agency's administrator may request that the College withdraw from that Agency's facility any student whose work, performance and/or personal conduct, in the opinion of the Agency's administrator, is having a detrimental or disruptive effect upon the normal day-to-day operation of the Agency. 3. The College may withdraw any student from the training program whose progress, personal conduct or work adjustment does not meet the minimum standards set by the College for continuation in the enrolled educational program. 4. Either party may terminate this Agreement at the end of any College academic term by delivering written notice not less than ninety (90) calendar days prior to such termination. Notice under this paragraph shall be sent certified mail, return receipt requested, to the chief executive officer of each party at their respective addresses as shown on page one of this Agreement and shall be deemed delivered when so mailed. Page 264

266 5. Should either party resort to litigation against the other based upon this Agreement, all costs and expenses of such litigation, including reasonable attorney's fees, shall be borne by the non-prevailing party. This Agreement shall become effective upon the approval of the parties' Board of Trustees or Directors, whichever is appropriate, and whichever last occurs. Should no changes occur, this Agreement will automatically renew and remain in effect until canceled by either party in accordance with Article VI, paragraph 4. The obligations of the Board of Trustees of Lake- Sumter State College under this Agreement are contingent upon an annual appropriation by the Legislature. LAKE-SUMTER STATE COLLEGE Board of Trustees 9501 US Highway 441 Leesburg, FL (352) By: Agency: Street Address: City: Phone: By: Name: Charles R. Mojock, Ed.D. Name: Title: President Date: Title: Date: Attests: Attests: Page 265