SELF STUDY Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs

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1 SELF STUDY Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs STANDARD I PROGRAM QUALITY: MISSION AND GOVERNANCE The mission, goals, and expected aggregate student and faculty outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality. I-A. The mission, goals, and expected student outcomes are congruent with those of the parent institution and consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals. Elaboration: The program s mission statement, goals, and expected student outcomes are written and accessible to current and prospective students. A mission statement may relate to all nursing programs offered by the nursing unit or specific programs may have separate mission statements. Program goals are clearly differentiated by level when multiple degree programs exist. Expected student outcomes are clear and may be expressed as competencies, objectives, benchmarks, or other language congruent with institutional and program norms. The program identifies the professional nursing standards and guidelines it uses, including those required by CCNE and any additional program-selected guidelines. A program preparing students for specialty certification incorporates professional standards and guidelines appropriate to the specialty area. A program may select additional standards and guidelines (e.g., state regulatory requirements), as appropriate. Compliance with required and program-selected professional nursing standards and guidelines is clearly evident in the program. Program Response: Institutional and Department Congruence The Department of Nursing Education s (DNE) vision, mission, goals, and expected student outcomes are congruent with the Shepherd University (SU) vision, mission, and core values and goals. Revisions to the SU vision, mission, and core value statements were finalized in 2009 as part of the strategic planning process. Following approval of the SU vision, mission,

2 and core values, revisions were made to the DNE statements to reflect congruence between our program and the University. The mission of Shepherd University, a West Virginia public liberal arts university, is a diverse community of learners and a gateway to the world of opportunities and ideas. We are the regional center for academic, cultural, and economic opportunity. Our mission of service succeeds because we are dedicated to our core values: learning, engagement, integrity, accessibility, and community. (SU Catalog , p. 9) The strategic planning process was completed in early 2009, and resulted in the development of four pathways for the implementation of the plan. These pathways are to (1) Inspire Student Learning and Development; (2) Optimize Potential of Faculty and Staff; (3) Create a Beautiful and Welcoming Campus; and (4) Stimulate the Cultural and Economic Development of the Region. The pathways are to be implemented through the creation of 20 university-wide priorities, drawn from each of the pathways, to guide the funding and overall implementation of the Strategic Plan. The completed Strategic Plan can be found online at In early 2010 the DNE began a revision of the Department mission, vision, program goals and expected student outcomes that reflect the spirit of the University. The congruence of the University vision and the DNE vision is best illustrated by the following Table 1. Table 1.1 Vision Comparisons Shepherd University We will be a nationally respected community of learners where passion, purpose, and experience unite to inspire individuals to shape the world. Department of Nursing Education The vision of the Shepherd University Department of Nursing Education is to prepare caring, competent, culturally sensitive nurse leaders who are inspired to shape the future of healthcare for a diverse society through excellence in nursing education. The mission of the DNE was approved by the faculty in April The mission is available on the web at The Bachelor of Science in Nursing (B.S.N.) Program prepares professional nurses for entry into practice as nurse 2

3 generalists. The program also provides opportunities for registered professional nurses to continue their formal education at the baccalaureate level. In addition, the Department provides continuing nursing education opportunities for professional nurses in this region. Emphasis is placed on building a new foundation for pursuit of lifelong learning, personally and professionally, by providing a caring climate and student-faculty relationships that encourage the intellectual, ethical, and personal development of each student. As part of our mission, faculty role model professionalism and mentor students through attendance at state and local nursing association meetings and continuing education programs. For instance, in October 2010, a faculty member of the Maryland Nurses Association District 8 sought a scholarship for a R.N. to B.S.N. student to attend the state convention. In October 2010, three senior students were mentored by a faculty member and presented at the 2 nd annual Veterans Administration Medical Center and Shepherd University Research Conference while other student groups presented posters. The congruence of the mission of the DNE with the University is best illustrated by the following Table 1.2. Shepherd University Shepherd University, a West Virginia public university, is a diverse community of learners and a gateway to the world of opportunities and ideas. We are the regional center for academic, cultural and economic opportunity. Our mission of service succeeds because we are dedicated to our core values: learning, engagement, integrity, accessibility, and community. Table 1.2 Mission Comparisons Department of Nursing Education In order to achieve this vision, the mission statement of the Department of Nursing Education is to enhance the health status of the world by educating professional nurses for practice in a rapidly changing health care environment as a nurse generalist. The Bachelor of Science (B.S.N.) in Nursing program prepares professional nurses for entry into practice as nurse generalists through our traditional program or the R.N.-to-B.S.N. track. In addition, the Department provides continuing education opportunities for professional nurses in this region. We are dedicated to our core values of learning, engagement, integrity, accessibility, and community. Committed to excellence in nursing education, the DNE embraces the University s five core values: learning, engagement, integrity, accessibility, and community. The University core 3

4 values are embedded in our beliefs about health, professional nursing, nursing education, and patient, which are integrated throughout the curriculum. These beliefs guide the program in achieving its vision and mission. The Department of Nursing Education defines these core beliefs as: Health Health is the dynamic state of equilibrium that is affected by the patient s spirituality, health determinants, and health literacy. It is defined by each patient as a state of well-being or optimal functioning and requires continuous adaptation to one s environment. The nurse performs interventions related to disease prevention, health promotion, health maintenance, illness, and end-of-life care for diverse and vulnerable populations. Professional Nursing Professional nursing is a dynamic caring profession derived from nursing knowledge, theory, and research. Inherent to the profession are the values of altruism, autonomy, human dignity, and social justice. Professional nursing requires competence in utilizing the nursing process to provide multi-dimensional, high quality, cost-effective, evidencebased, patient-centered care across all environments. The professional nurse assumes the roles of provider of care, designer/manager/coordinator of care, and member of the profession by utilizing three expected student outcomes: clinical judgment, communication, and patientcentered care. The professional nurse is a moral agent and engages in cultural humility, self care, lifelong learning, and service. Nursing Education - Baccalaureate nursing education creates a preferred future for the professional nurse. Baccalaureate nursing education prepares generalists for entry-level practice by using integrative strategies for learning, simulation, immersion experiences, and information technology. Nursing education is student-centered, interactive, and fosters a spirit of inquiry. Nursing educators and students together explore theories of nursing and implement evidencebased practice in the provision of patient-centered care. Nursing education provides an environment where professional nursing values and behaviors are modeled and practiced in order to promote cultural humility, personal and professional integrity, and accountability. The focus of the immersion experiences is to manage patient-centered care as part of the intraprofessional, interprofessional, and healthcare team. Patient A patient may be an individual, family, group, community, or population. Patients collaborate with the healthcare team as participants in multi-dimensional patient-centered care. 4

5 These belief statements serve as the foundation throughout the curriculum and are embedded in all nursing courses. See Appendix 1.A for a comparison of the University core values with the Department of Nursing Education beliefs. Program Expected Student Outcomes The B.S.N. program is designed to assist students to achieve program outcomes and attain the knowledge, skills, values, ethical framework, and competencies appropriate for entrylevel registered nurse generalists. Three overall expected student outcomes have been established and include: communication, clinical judgment, and patient-centered care. The Department of Nursing Education defines these student outcomes as: Communication The integration of effective, culturally sensitive, interprofessional, and intraprofessional communication (verbal, nonverbal, written, and electronic) among the healthcare team and the use of informatics in the practice of professional nursing. 1. Utilize skills in information management and technology to provide multi-dimensional patient-centered care. 2. Utilize effective interpersonal, intraprofessional, and collaborative communication skills with members of the healthcare team in the delivery of patient-centered care. Clinical Judgment The use of critical thinking skills in the practice of professional nursing. 1. Integrate a background in the liberal arts with the knowledge, skills, and values of professional nursing in order to affect the health of the patient. 2. Assume the role of a professional nurse in influencing health policy through recognizing, evaluating, and responding to the changing needs of society. 3. Utilize skills in clinical judgment in providing safe, cost-effective, high-quality, multidimensional, evidence-based patient-centered care. Patient-Centered Care Nursing practice which includes actions to identify, respect, and care about patients differences, values, preferences, and expressed needs; relieve pain and suffering; coordinate continuous care; listen to, clearly inform, communicate with, and educate patients; share decision making and management; and continuously advocate disease prevention, wellness, and promote healthy lifestyles, including a focus on population health. (Institute of Medicine, 2003). 5

6 1. Practice professional nursing as nurse generalists utilizing skills in leadership, quality improvement, and patient safety in order to provide evidence-based, high-quality, patientcentered care. 2. Participate in professional lifelong learning and value service to the community. Numerous strategies are used to assist students to attain the program outcomes. For example, student s achievement of clinical judgment skills is enhanced through the use of case studies, group projects, simulation-based learning activities, and direct patient care. Service is integrated throughout the curriculum by active involvement of students in SU Relay for Life, community disaster drills, participation in free clinics, health fairs, and through faculty role modeling. An example of a clinical learning activity would be assessing patients at a free clinic and providing education or making referrals to healthcare agencies as appropriate under faculty mentorship. The DNE s vision, mission, and expected student outcomes are congruent with the Shepherd University vision, mission, and core values and goals. They are published in the DNE Student Handbook and on the nursing website, and reflect what the student is expected to achieve by the end of the program. In conjunction with the revision of the mission, vision, goals, and expected student outcomes, the Department approved a new curriculum as part of our quality improvement process. The curriculum will be phased in over five semesters, beginning with the pre-nursing class, NURS 310, in fall semester Students admitted to the program in the spring 2011 semester will complete the new nursing curriculum. Information regarding the nursing program, both current and new curriculums, will be described in Standard III. Professional Standards The DNE vision, mission, goals and expected student outcomes reflect relevant professional nursing standards and guidelines as follows: The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing (AACN), 2008). Nursing: Scope and Standards of Practice (American Nurses Association (ANA), 2010). Code of Ethics for Nursing (American Nurses Association, 2008). West Virginia Board of Examiners for Registered Professional Nurses, WV Nursing Code of Legislative Rules, Title 19. 6

7 Copies of these documents will be available for review in the Evidence Room. These professional standards and guidelines provide a strong foundation for our B.S.N. program that will prepare professional nurses for entry into practice as nurse generalists in the current and future healthcare delivery systems. The Scope and Standards of Practice as well as the WV Code of Legislative Rules are introduced in NURS 310: Lifespan Health Promotion in Nursing and are then threaded throughout the curriculum. Standard III contains more information on how these professional nursing standards and guidelines are reflected in the curriculum and expected student outcomes. In addition, the WV Nursing Code and Legislative Rules guide the practice of all registered professional nurses in West Virginia and provide guidance for curriculum development, clinical experiences, and educational policies. Student benchmarks for the B.S.N. program, such as first time NCLEX-RN pass rate and student satisfaction with the program, have been established by the faculty as practical measures of the competency of graduates. They are consistent with professional standards and guidelines and reflect the needs of our community of interest. I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as appropriate, to reflect: professional nursing standards and guidelines; and the needs and expectations of the community of interest. Elaboration: There is a defined process for periodic review and revision of program mission, goals, and expected student outcomes. The review process has been implemented and resultant action reflects professional nursing standards and guidelines. The community of interest is defined by the nursing unit. The needs and expectations of the community of interest are reflected in the mission, goals, and expected student outcomes. Input from the community of interest is used to foster program improvement. The program afforded the community of interest the opportunity to submit third-party comments to CCNE, in accordance with accreditation procedures. Program Response: The DNE vision, mission, and expected student outcomes are reviewed every four years and as needed by the Curriculum Committee and reflect professional standards and guidelines and input from our community of interest. An intensive review of the Department s vision, mission, program goals, expected student outcomes, and curriculum occurred from with changes made to reflect the University s new vision, mission, core values, pathways, goals, and strategic plan; The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), Nursing Scope and Standards of Practice (ANA, 2010), Code of Ethics for 7

8 Nursing (ANA, 2008), and the WV Nursing Code of Legislative Rule, Title 19 (WVBOERN); input from the community of interest; and the unique characteristics of West Virginia residents. The current Department mission, goals, and expected student outcomes were approved in spring The DNE is responsive to the needs and expectations of the community of interest which is defined as internal and external consumers. Internal consumers are students, nursing faculty and staff, and University faculty and staff. External consumers are prospective students, alumni, Advisory Council members, clinical agency personnel (clinical sites and potential employers), WV Board of Education for Registered Nurses (WVBOERN), and external accrediting bodies. The Department responds to the needs and expectations of the community of interest by involving them in policy development and implementation, curriculum and program development, and systematic evaluation of the program. The Advisory Council (consisting of nurse administrators from our clinical agencies, alumni, students, and community representatives) meets twice per year and makes recommendations to ensure that the program goals and curriculum are responsive to the emerging community needs. For instance, in 2007 several of the representatives from the local hospitals did not feel that it was important to include IV insertion skills into the curriculum. Instead they asked the Department to focus more on critical thinking skills and the art of communicating interprofessionally and intraprofessionally. Faculty responded by including opportunities for students to practice verbal communication skills in providing shift report and reporting patients conditions to their physicians (SBAR: Situation, Background, Assessment, and Recommendation) through use of case studies, role play, and simulation-based learning. In October 2010, the Advisory Council recommended students receive more experience with documentation skills and completion of incident reports. NURS 434, Management and Issues in Healthcare, immediately implemented a case study which required students to complete an incident report. All faculty and clinical nurse educators were encouraged to include documentation, either electronic or paper chart format, into all simulation-based learning and direct patient care activities. In addition, when faculty and students voted to include I touch technology with reference materials as a requirement in the program, faculty worked with our clinical agencies to ensure that agencies would allow students to use electronic technology in the 8

9 clinical sites. Further examples of the Department s responsiveness to the community of interest s needs and expectations can be found in Standard III. In accordance with the Department Evaluation Plan, the nursing curriculum committee reviews the mission, goals, and student outcomes every four years (or more often if needed). Student representatives are encouraged to participate in the curriculum committee which meets at least monthly during the school year. The committee is responsible for curriculum review, evaluating and trending course evaluations, and content mapping, to ensure that the program is in compliance with professional standards and guidelines. The curriculum committee consists of nursing faculty, clinical lab coordinator, and student representatives from each level as outlined in the Department bylaws. Faculty received student feedback indicating simulation-based learning was a valuable learning experience and they requested more simulation-based lab time. As a result, several faculty have developed and implemented simulation-based scenarios as part of their courses, which include learning objectives, outcome criteria, and debriefing sessions. Faculty also mapped clinical skills throughout the clinical curriculum to ensure that all relevant skills are included in the program. The DNE faculty completed a revision of the curriculum in the Spring of 2010 following the guidance of the Curriculum Committee. The recommendations of the Curriculum Committee are voted on and approved by the entire nursing faculty. The curriculum revisions were also approved by the SU School of Education and Professional Studies (SOEPS), the University Curriculum and Instruction Committee, the WVBOERN, and the National League for Nursing Accrediting Commission prior to implementation. I-C. Expected faculty outcomes in teaching, scholarship, service, and practice are congruent with the mission, goals, and expected student outcomes. Elaboration: Expected faculty outcomes are clearly identified by the nursing unit, are written, and are communicated to the faculty. Expected faculty outcomes are congruent with those of the parent institution. Program Response: The DNE faculty outcomes are consistent with those of the University, which are found in the University Faculty Handbook available online at (p, 36). The expected 9

10 faculty outcomes are: Effective Teaching, Professional Growth, and Service. The DNE follows the University procedures for annual faculty evaluation (p. 49) and promotion and tenure (p. 42). Annual faculty evaluations include a self-evaluation submitted to both the Department Chair and SOEPS Dean. The Department Chair provides input to the School Dean regarding each faculty member s annual evaluation. The Dean then incorporates the Chair s input into his or her written evaluation of the faculty member. Faculty members then review and discuss their evaluation with the Dean and are provided a copy. All full-time, tenure-track nursing faculty are expected to meet the Shepherd University criteria for promotion and tenure as outlined in the Shepherd University Faculty Handbook available online at (p. 36). Criteria are clearly defined. The exemplars listed for each criterion are examples only, and do not designate a minimum or maximum standard for promotion or tenure. Evidence of a sustained pattern of growth is required for promotion at any rank. In May 2010, a nursing faculty task group developed specific nursing faculty outcomes in the areas of effective teaching, professional growth, and service. These were approved by the full faculty and are consistent with University faculty outcomes. The nursing faculty outcomes are published in the Nursing Faculty Reference Manual, which will be available in the Evidence Room for review. Faculty outcomes are outlined in the Program Evaluation Plan and presented in Standard IV. I-D. Faculty and students participate in program governance. Elaboration: Roles of the faculty and students in the governance of the program, including those involved in distance education, are clearly defined and promote participation. Program Response: The DNE organizational structure is designed to include meaningful faculty and student participation in governance of the program, see Appendix 1.D. Faculty play a major decisionmaking role in the program including development, implementation, and evaluation of the program, curriculum revision, course content mapping, student and faculty policies, administrative decisions, and faculty workload, etc. All faculty members attend the Department meetings and serve on one of three committees (curriculum, evaluation, or student affairs) and on task forces constituted as the need arises. Chairs of each of the three committees, as designated 10

11 by the Department Chair, serve on the Executive Committee, which meets periodically at the discretion of the Department Chair. Clinical Nurse Educators (CNEs) are encouraged to attend faculty meetings but most work full- or part-time and/or take advanced nursing courses which limit their availability to attend meetings. In 2008, the full-time faculty held an orientation/continuing education program each semester that was poorly attended by the CNEs, again due to their work and school commitments. In September 2010 this opportunity was again offered with 50% of the CNEs in attendance. Faculty who are course coordinators orient and mentor their CNEs. Faculty continues to explore opportunities for collaborating with our CNEs in order to retain quality educators. CNEs are encouraged by their course coordinators to give their input regarding course content, clinical outcomes, and other information about the course, which is shared with other faculty through formal course evaluations. Students have numerous opportunities to participate in the DNE governance. Student representatives from each level are selected by their peers and are encouraged to attend meetings and their input is actively solicited in the Department faculty meetings and the three nursing committees. During the curriculum revision, student representatives on the curriculum committee stated that they learn best by applying theoretical concepts in the clinical environment and requested that faculty increase the number of clinical hours in the program. Based on their input and faculty feedback, NURS 444, Capstone Immersion Experience, was a course developed for the new curriculum. This course will include 120 direct patient care hours with a precepted R.N. The course will be offered for the first time in the spring Student representatives confer with their classmates prior to meetings and report back to them after the meetings. They serve as an important communication link between the faculty and students regarding program issues, changes, concerns, and recommendations. All committee meetings are held at times when most classes are not in session. In most cases, meeting dates and times are published at the beginning of each semester to facilitate student attendance. Student representative responsibilities are sanctioned in the Nursing Faculty Bylaws and are outlined in the Department Student Handbook, located on page 21. Students also have input for curricular and course changes through formal course evaluations and interactions with faculty and staff. Formal course evaluations are conducted in all nursing courses. 11

12 I-E. Documents and publications are accurate. References to the program s offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, transfer of credit policies, grading policies, degree completion requirements, tuition, and fees are accurate. Elaboration: A process is used to notify constituents about changes in documents and publications. Information regarding licensure and/or certification examinations for which graduates will be eligible is accurate. Program Response: The SU catalog and supplement and the University website accurately describe the University academic calendar, recruitment and admission policies, transfer credit policy, grading policy, degree completion requirements, and tuition and fees. Table 1.3 shows the location of the information. Information Table 1.3 Location of Policy Documents and Publications SU Catalog Website Location Academic Calendar (pg. 6) Accreditation/Approval Status (pg. 8) Admission/Selection Policies (pg. 12) Transfer of Credit Policies Grading Policies Degree Completion Requirements Tuition and Fees Information relevant to the DNE located in the SU catalog and catalog supplement and on the website is accurate for the current nursing curriculum, which is gradually being phased out on a semester-by-semester basis. The new B.S.N. curriculum and courses, which began implementation in fall 2010, are not listed in the current SU catalog or supplement or on-line because the University approval process and approval from our accrediting agencies was not completed prior to the University s annual update. Currently enrolled nursing and pre-nursing students were provided a copy of the revised curriculum and it was reviewed with them at either the mandatory nursing assembly or during admission interviews or academic advising in the fall of Students signed that they received the information and these copies have been kept on file. There is a link to the nursing web page 12

13 on the SU home page. Information sheets listing the new curriculum are also available in the DNE s administrative office. During the fall 2010, the R.N. to B.S.N. program track was revised and the curriculum was approved by the DNE, SOEPS, and the University. The program track will be implemented in the fall R.N.s currently in the program are operating under the current curriculum, which will be gradually phased out over the next three semesters. The DNE student handbook is published in hard copy annually and distributed to new and returning students during the annual fall assembly, where it is reviewed with them. The handbook is also presented to new students in January at assembly/orientation and the handbook is reviewed with them during this time. Students sign that they have received and reviewed the policies and these statements are kept on file in the department. If there is a new or revised policy in the interim, students are handed the written change in class and sign that they received the information. As of fall 2010 the University catalog is only published on the University website at The catalog is reviewed and updated annually according to University policy. The new B.S.N. curriculum, in which the first semester was introduced in January 2011, is not listed in the prior printed University catalog or the supplement, nor is it online because approval of the curriculum changes occurred after the printed and electronic catalogs were submitted for publication. Marketing brochures are updated on as-needed basis. There is a color copy brochure available for the generic program which does not include an outline of curriculum. New R.N. to B.S.N. brochures are being developed and will be ready for distribution prior to the fall 2011 semester. I-F. Academic policies of the parent institution and the nursing program are congruent. These policies support achievement of the mission, goals, and expected student outcomes. These policies are fair, equitable, and published and are reviewed and revised as necessary to foster program improvement. These policies include, but are not limited to, those related to student recruitment, admission, retention, and progression. Elaboration: Nursing faculty are involved in the development, review, and revision of academic program policies. Differences between the nursing program policies and those of the parent institution are identified and are in support of achievement of the program s mission, goals, and expected student outcomes. Policies are written and communicated to relevant constituencies. Policies are implemented consistently. There is a defined process by which policies are regularly reviewed. Policy review occurs and revisions are made as needed. 13

14 Program Response: The DNE academic policies support its mission, goals, and expected student outcomes and are intended to support and maintain the educational quality of its program. The DNE academic policies are reviewed annually by the Department Chair or her designee, and are published in the DNE Student Handbook. Students receive a hard copy during the nursing assembly or during orientation. If a policy is added or revised in the interim, students receive and sign for a copy of the policy which is distributed and discussed in their class. While most policies of the Department are congruent with the University, policies related to admission to the program, progression, retention, dismissal, eligibility for graduation, and grading are specific to the nursing program. These differences are identified either in the University catalog or the Nursing Student Handbook and are discussed with students during academic advising or the advising session prior to program admission. For instance, the DNE requires students to undergo drug screening, background checks, and have completed appropriate immunizations, which are not required by the University. Department policies are consistently applied to all students. I-G. There are established policies by which the nursing unit defines and reviews formal complaints. Elaboration: The program s definition of a formal complaint and the procedure for filing a complaint are communicated to relevant constituencies. The program follows its established policies/procedures for formal complaints. Program Response: The DNE has an established policy regarding formal complaints and conflict resolution which can be found in the DNE Student Handbook. Formal complaints, including such things as grade appeals, sexual harassment, or plagiarism, are handled according to the Shepherd University policy which can be found in the Student Handbook on the University website at Attempts to resolve any problems or issues begin with discussions between the student and instructor and if the problem cannot be resolved at this level, a procedure is clearly identified for the student to follow. During the past three years there has been no (0) formal complaints filed. Faculty rights, responsibilities, and an appeals/grievances/hearings process can be found in the University Faculty Handbook at 14

15 In the past three years there have been zero faculty appeals, grievances, or hearings. Summary of Assessment Strengths 1. The University mission, core values, pathways or goals are strongly supported in the DNE mission, program goals, and expected student outcomes. 2. Students, faculty, alumni, and community partners provide valuable input and are actively involved in improving the quality of the nursing program through the Advisory Council and student representation on all nursing committees. 3. There are clear expected nursing faculty outcomes that are congruent with those of the University to encourage faculty development and scholarship. 4. Faculty and students are substantially involved in partnerships on campus and in the community. 5. Faculty and students are well respected both on and off campus. 6. With the opening of the Erma Ora Byrd Hall in August 2007, faculty have utilized the latest technology in both classroom and clinical labs to assist students in achieving individual student learning outcomes through a variety of interactive learning strategies. Areas for Continuous Improvement 1. Efficient and effective communication with pre-nursing and current students can always be improved. 2. Student attendance at faculty meetings varies due to employment and busy schedules. 3. Master s prepared CNE recruitment and retention is a constant challenge as is the recruitment for doctoral prepared faculty. 4. Enhanced communication between faculty and CNE. Action Plan 1. Develop a first-year experience nursing course to connect with pre-nursing students early and develop an open forum every semester to address student concerns and disseminate information. 2. Faculty to emphasize opportunities for student involvement in program and curriculum planning and provide a welcoming atmosphere for students at meetings. 15

16 3. Survey CNEs regarding needs and opportunities for collaboration to support retention. Develop partnerships with regional universities that offer graduate programs and continue to advertise regionally (CNEs) and nationally (faculty). 4. Explore opportunities to enhance communication between faculty and CNE. 16

17 STANDARD II PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES The parent institution demonstrates ongoing commitment and support for the nursing program. The institution makes available resources to enable the program to achieve its mission, goals, and expected aggregate student and faculty outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals, and expected aggregate student outcomes. II-A. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed. Elaboration: The budget enables achievement of the program s mission, goals, and expected student and faculty outcomes. The budget also supports the development, implementation, and evaluation of the program. Compensation of nursing unit personnel supports recruitment and retention of qualified faculty and staff. Physical space is sufficient and configured in ways that enable the program to achieve its mission, goals, and expected student and faculty outcomes. Equipment and supplies (e.g., computing, laboratory, and teaching-learning) are sufficient to achieve the mission, goals, and expected student and faculty outcomes. There is a defined process for regular review of the adequacy of the program s fiscal and physical resources. Review of fiscal and physical resources occurs and improvements are made as appropriate. Program Response: Financial and physical resources are sufficient to enable the Department of Nursing Education (DNE) to fulfill its mission, goals, and expected student outcomes. Adequacy of resources is reviewed periodically and resource allocation is modified as needed. There is a defined process for regular review of the adequacy of the program s financial and physical resources, including an annual budgeting process. Fiscal Resources Budget The operating budget for the DNE academic year is $62,860. Program fees and lab fees were approved for an increase in The lab fee budget generated an additional $38,340 which supports the purchase and maintenance of simulation and skills development labs. The University provided $12,250 additional funding to support the CCNE preparation process. Full-time (9 FTE) faculty salaries, classified support staff (2.5 FTE), clinical nurse educators (CNE), and all expenses come from other revenues. The University budget is supported by state revenues, tuition fees, and donations. As an effort for cost containment within the University, the 17

18 Department s operating budget has not increased but the budget for the Clinical Nurse Educators (casual employees) was increased to be more competitive in the marketplace. Efforts to increase DNE revenues have been realized through stewardship of existing resources, increasing cost effectiveness, increasing student fees associated with clinical courses, and controlled spending. The DNE budget and student lab fee budget provide the fiscal resources that are sufficient to meet the program s mission, goals, and expected student outcomes. A copy of the budget will be available for review in the Evidence Room. The operating budget includes funds to support faculty attendance at professional meetings and conferences and the Chair s travel to represent the DNE at local, state, and national meetings. Additionally, full-time faculty members are reimbursed for mileage expenses associated with their travel to clinical sites for clinical teaching and evaluation of students. All SU students are assessed a separate technology fee of $5.50/credit hour up to 12 credit hours each semester. The Technology Oversight Committee (TOC) allocates the distribution of these funds, based on faculty and departmental requests, to support student learning. The TOC includes representatives from each academic school, several ex officio members of the administration, and a dean to serve as its chair. In the past three years, the DNE has been able to purchase i-touch technology for faculty members, document cameras for simulation labs, and recently secured funding for i-clickers for use in the classroom and clinical setting from TOC funding. Additional funds can also be obtained annually through requests to the VPAA. Funding obtained from the VPAA has purchased a table and chairs for the DNE library, mini blinds for office windows and doors, and a moderate-fidelity manikin with a fundus for use in NURS 419/421, Nursing VI Health Care of Women and the clinical component. Faculty Salaries and Professional Development The University funds faculty salaries. The DNE faculty salaries are comparable to other University faculty members. DNE faculty have a 9-month contract and faculty members can apply annually for merit pay allocations, providing funds are available, in the areas of instructional service, professional/institutional service, and professional development. Faculty submits requests for merit pay consideration to the Merit Pay Committee, which makes recommendations for merit to the Vice President for Academic Affairs (VPAA), followed by 18

19 recommendations to the President. For the past three years, SU has not provided any base salary increases, except for faculty who have received raises associated with promotion in rank. From October 1, 2010 through June 30, 2011 SU faculty received an annualized 2.3% salary enhancement. The SU Faculty Handbook describes the allocation for faculty salaries (p and online at Faculty members are encouraged to participate in all aspects of scholarship, including professional development. Full-time faculty members can receive $500 from professional development funds to attend or present at conferences and may request additional funding from the SOEPS to support faculty presentations at professional conferences. University faculty members may also apply to the Professional Development Committee for mini-grants, professional development stipend grants, professional development release time, and sabbatical leave (SU Faculty Handbook p and online at DNE faculty may seek financial support for doctoral study from the VPAA on an annual basis. Recruitment of nursing faculty members has been difficult because of the salary differential between the University and practice environments. Administrative Support The Chair serves as the administrator of the DNE and is employed on a 10-month contract. In the absence of the Department Chair during the academic year, the Chair appoints a full-time nursing faculty to cover administrative responsibilities. When absent, the Chair is accessible for contact via the telephone. The DNE is overseen by the Dean of SOEPS. The Dean is employed on a 12-month contract, and is available to assist as needed. Administrative support for the DNE is sufficient for the operation of the program. Support Staff The DNE has 3.5 classified staff positions including 1 FTE clinical skills lab and simulation coordinator and 1.5 administrative assistants. The clinical skills and lab simulation coordinator has a B.S.N. and a M.S. in adult and technical education. She is currently enrolled in a M.S.N. program at Liberty University and holds an unencumbered R.N. license in West 19

20 Virginia. She works with the faculty and Chair to secure clinical agency contracts and secure student placement, provides oversight of the clinical simulation labs, orders supplies, holds open lab hours, and serves as a clinical educator. In addition, she serves as a member of the Curriculum Committee. The DNE has 1.5 FTE administrative assistants. The senior administrative assistant is a full-time, 12-month position and the administrative assistant works 20 hours per week for 10 months. The administrative assistants support the administrative functions in the DNE. In addition, the SOEPS has a full-time budget-management support person and a parttime administrative assistant who works closely with the Dean. The DNE also has Clinical Nurse Educators (CNEs) who are employed as casual employees. CNEs are hired to teach clinical courses on a semester basis, which are appropriate to their clinical experience and background. CNEs must have a Master of Science in Nursing (MSN) with at least two years of clinical experience. CNEs that have a Bachelor of Science in Nursing must be in a M.S.N. program and have at least two years of clinical experience. All CNEs must hold an unencumbered R.N. license in WV and in the state in which they provide clinical education. Appendix 2.A.1 provides a list of CNEs, including their educational background and clinical expertise. Physical Resources Classroom Building In the summer of 2007, the DNE moved into a new, state-of-the-art, high-tech nursing building. The Erma Ora Byrd Hall is a two-story 37,000 gross square foot building. The first floor contains a 32-station computer lab, a 120-seat lecture hall, six classrooms, and two seminar rooms. Each classroom/seminar room is wireless and contains a computer with internet capability, DVD player, ICD projector, document reader, projection screens, microphone, and whiteboards. Utilization of tables and chairs facilitates group work and class activities. The second floor contains an administrative office suite, faculty offices, faculty/staff collaboration room, faculty library, workroom, four seminar/group study rooms, and four simulation labs (acute care, critical care, mother-child, and independent living lab). One of the seminar/group study rooms also serves as a second simulation lab for women s health. Faculty offices include a wireless internet capability, computer, printer, telephone, desk, bookshelf, and 20

21 locked file cabinet. A small office is available for CNEs and is equipped with access to a desk, locked filing cabinet, computer with wireless internet capability, and printer. The four simulation labs are equipped as follows: All of the simulation labs are wireless, and three of the four (excludes independent living lab) contain a computer with internet capability, DVD player, ICD projector, video cameras, document reader, projection screen, and whiteboards. The acute care simulation lab contains an electronic patient lift system, six acute care beds, two exam tables, four moderate fidelity manikins, medication cart, and isolation cart. The critical care lab contains two critical care beds, a Sim Man (Laerdal), ventilator, and crash cart. The mother-child simulation lab contains a delivery bed, Noelle (Laerdal), Vital Sim Baby (Laerdal), isolette, and warmer All bedsides have laptop computers The independent living lab is organized to represent a home and contains a living room, fully furnished kitchen/dining room, bedroom, and bathroom. Clinical Agencies The DNE has 17 active affiliation agreements with clinical partners throughout the tristate area (Appendix 2.A.2). These agreements are reviewed periodically and updated as needed. Students obtain a multitude of rich learning experiences through the Department s partnerships with clinical agencies, including acute care hospitals, community health center, physician offices, schools, free clinics, and other community agencies. II-B. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs. Elaboration: Academic support services (e.g., library, technology, distance education support, research support, admission, and advising services) are adequate for students and faculty to meet program requirements and to achieve the mission, goals, and expected student and faculty outcomes. There is a defined process for regular review of the adequacy of the program s academic support services. Review of academic support services occurs and improvements are made as appropriate. 21

22 Program Response: Academic Support Services, the Scarborough Library, advising, and grant support are available and are sufficient to enable the nursing program to fulfill its mission, goals, and expected student outcomes. Each academic support service is evaluated on an annual basis. The programs are evaluated annually based on University policy. Additionally, faculty members are able to speak with members of the various departments as needed regarding questions, concerns, or to make student referrals. Academic Support Services The DNE ensures that students have access to the student services throughout their tenure at Shepherd University. Entering freshmen and their families participate in the summer orientation prior to the start of the students' initial semester at Shepherd University. During the summer orientation they learn about student life and programmatic offerings. They meet with advisors and register for classes at the end of the orientation program. Numerous support services are available to students and faculty, which include the following: The Center for Teaching and Learning ( provides students with tutors that assist with study skills and provides tutors for writing. Writing assistance can be accessed in-person or through online paper submission. Additional services include: academic advising, audio/visual media services, instructional technology, common reading programs, and first-year experiences. The Center also provides a series of programs titled Focus on Student Learning each semester for faculty. The Office of Admissions recruits nursing students at recruitment fairs, plans and implements open houses for perspective students, and coordinates students visit to campus. The Office of Admissions works with the DNE to develop program brochures and assist faculty to understand the needs of our student population ( The Career Services Center ( assists students in creating cover letters and resumes and preparing for job interviews. The Career Development Center conducts an annual job fair, especially for nursing and healthcare 22

23 professionals each fall semester. In the spring semester a Career Fair is held for all majors, including nursing. Healthcare agencies from West Virginia and surrounding states (Maryland, Pennsylvania, and Virginia) attend the career fairs. The Counseling Center ( provides clinical services for students experiencing coping challenges during each semester. The Health Center ( provides students with health information, self-care over-the-counter medications, basic health services, and family planning. The Office of Community Service and Service Learning provides opportunities for students and groups to participate in service learning projects ( The Office of Financial Aid ( provides information to students seeking scholarships, grants, loans, and employment opportunities. West Virginia students may be eligible for the PROMISE Scholarship, which is awarded by the State of West Virginia and pays complete tuition and fees for undergraduate students in any public college or university in West Virginia. This year, the DNE, in conjunction with the Office of Financial Aid and the SU Foundation, awarded 32 nursing scholarships, ranging from $36 to $2,336, which does not include the students who earned the PROMISE Scholarship. Additional scholarship funds are available from outside sources such as Hospice of the Panhandle and the Norman W. Smith Scholarship. In the fall 2010, the first annual nursing student research scholarship was awarded as part of the SU DNE Veteran s Affairs Medical Center (Martinsburg, WV) Research Conference. This $300 scholarship was awarded to a SU senior nursing student. The Office of Information Technology Services ( provides excellent support for the use of information technology. Residence halls have wired network ports for candidate use. accounts are provided for all students and faculty. Technicians provide installation and troubleshooting assistance, software discounts, and individual assistance when needed by candidates, faculty, and staff. Many buildings have computer labs that faculty members can use for instruction and independent candidate use. Through several vendor agreements, all students, faculty, and 23

24 staff have access to industry-standard hardware and software, including Microsoft (Windows and Office), SPSS, Oracle (database software only), Apple, Dell, and others. Shepherd University's internet connection as of May 2010 is a 40 megabit/second link for the entire campus. While this is sufficient when classes are not in session, during regular academic periods this connection experiences almost 100% utilization from about 10 a.m. each morning until 2 a.m. the following morning. Students and faculty heavily use the network. The Center for Teaching and Learning (CTL) has primary responsibility for our main academic information system. Every course section has a companion electronic group created in Sakai, Shepherd University's learning management system. For the academic year , the majority of nursing courses have an active Sakai site. Sakai is used for distribution of course syllabus material, online discussions, and in some cases electronic grade books and quizzes or homework assignments. CTL conducts training sessions, "lunch and learn" seminars, and one-on-one instruction for faculty members on the use of Sakai and other innovative learning tools. The Office of Multicultural Student Affairs and Disability Support Services ( advises and supports all students, but specifically traditionally under-represented students. This office provides services for students with physical, cognitive, or mental/emotional disabilities by allowing facility and programmatic access through reasonable accommodations that enable students with disabilities an equal opportunity for academic success. The Office of Veterans Affairs ( supports students who are veterans in their transition from service to our country to service in healthcare for a diverse society. Retention Office ( provides support to students to assist them to be successful. The Wellness Center ( provides students an opportunity to participate in a variety of individual or group exercise programs. Advising All pre-nursing and nursing majors are assigned a nursing faculty member as their academic advisor by the Chair, DNE. Each semester students are required to meet with their 24

25 advisor to discuss educational progress and plans for program completion. The advisor has access to their grades and transcripts on RAIL as a means by which the student and advisor can collectively work together to assist the student to achieve academic and professional success. It is the students responsibility to contact the faculty advisor each semester as needed for assistance and guidance. Students with academic or personal challenges are referred to the appropriate resources at the University by their advisor. Advisors also meet with advisees as part of application process for the nursing program. During this time advisors review the students transcripts, course progression, and provide information regarding entrance requirements and costs associated with admission into the program. Information regarding academic advising can be found at On average, the DNE faculty members advise between students. Faculty members are not assigned advising responsibilities during their first year of employment and is encouraged to work with their mentor to learn this role during the year. The University provides ongoing faculty development sessions on advising throughout the academic year. In the fall 2010, Shepherd University opened an Advising Assistance Center, which is designed to assist students with registration, advisement, financial aid, changing majors, or other subjects. Students and faculty can access the Advising Assistance Center by phone, , appointment or on a walk-in basis. The Advising Assistance Center is located on the first floor of Scarbough Library. The website can be accessed at Library The Scarborough Library, originally opened in 1965, strives to be a leading resource for information, innovation, and intellectual aspiration at Shepherd University and in the region. An 80,000 square foot library addition opened in August The library shares the addition with the Robert C. Byrd Center for Legislative Studies, a private, nonpartisan, nonprofit educational organization whose mission is to promote a better understanding of the U.S Congress. The complete renovation of the original 1965 building was completed in October This expanded facility offers technological resources including data ports throughout the building as well as much needed room for collections and for students. The Howard N. Carper, Jr. Learning 25

26 Commons recently relocated to the first floor of the Scarborough Library; this area provides tutoring, instructional technology assistance, mentoring, etc. to members of the Shepherd University community. The library holdings currently number 511,518 items including books, periodicals, microfilm/fiche, government documents, videos, CD-ROMs, DVDs, videocassettes, records, and other media. More than12, 000 full-text periodicals are available from the library's databases, such as CINAHL with full text, Alt Health Watch, Health Source: Nursing/Academic Edition, Medline, Academic Complete Premier, Cochran Library, PubMed, PsychArticles, and PsychInfo. These databases can be accessed both on and off campus. Students and faculty have access to the library's website and resources online. This includes interlibrary loan, media, and reserve services. In addition, the library offers internet resources compiled specifically for nursing students and faculty. The library is open 90 hours per week during the fall and spring semesters, with reduced hours during the summer and semester breaks. Five full-time professional librarians, eight full-time technical/clerical personnel, several part-time personnel and many students staff the library. Librarians teach classes to students to facilitate understanding of the resources and services that the library offers. The librarians, as departmental liaisons, speak at department meetings to ensure that faculty members have access to media, electronic journals and anything else they may need to enhance instruction. The Scarborough Society provides funds to support library collection expansion. The purpose of the Society is to endow and strengthen the Shepherd University library system by generating annual membership dues to enhance collections and technological services to the University and the communities it serves. The Society is dedicated to enhancing the library's collections, programs, and technologies. Research The Director of Foundations, Corporate and Government Relations at Shepherd University assists the University and faculty members in seeking grants from corporate and government sources. With the assistance of the Director of Foundations, Corporate and Government Relations, the DNE has submitted two grants to HRSA in 2010 that were unfunded, and two HRSA grants in 2011 that we are awaiting funding notification. 26

27 A network of caring professionals and student mentors at Shepherd University facilitates the success of all students and assists the Department to fulfill its mission, goals, and expected student outcomes. II-C. The chief nurse administrator: is a registered nurse (R.N.); holds a graduate degree in nursing; is academically and experientially qualified to accomplish the mission, goals, and expected student and faculty outcomes; is vested with the administrative authority to accomplish the mission, goals, and expected student and faculty outcomes; and provides effective leadership to the nursing unit in achieving its mission, goals, and expected student and faculty outcomes. Elaboration: The chief nurse administrator has budgetary, decision-making, and evaluation authority that is comparable to that of chief administrators of similar units in the institution. He or she consults, as appropriate, with faculty and other communities of interest, to make decisions to accomplish the mission, goals, and expected student and faculty outcomes. The chief nurse administrator is perceived by the communities of interest to be an effective leader of the nursing unit. The program provides a rationale if the chief nurse administrator does not hold a graduate degree in nursing. Program Response: Sharon K. Mailey, Ph.D, R.N. was appointed Director and Chair of the DNE at SU in She holds the rank of tenured professor and is licensed as a registered professional nurse in the state of West Virginia, Virginia, and Washington, D.C. She has a Doctor of Philosophy from the University of North Carolina at Chapel Hill, School of Education, with a major in curriculum and instruction. Dr. Mailey has a Master of Science degree from the University of North Carolina at Chapel Hill School of Public Health, a Bachelor of Science in Nursing degree from Berea College in Kentucky, and a Primary Care Nurse Practitioner Certificate from the University of Rochester in New York. Her curriculum vitae documents over more than 30 years of teaching and educational administration experiences. Dr. Mailey has had more than30 years of clinical and administrative experience with the military, having retired as a Brigadier General in the Air Force. She has had previous experiences as an Associate Dean for Academic Affairs and was the Founding Program Director at Trinity (Washington) University in Washington, D.C. In addition, she was a Helen Fuld Fellow with AACN's Leadership for Academic Nursing Program. Dr. Mailey has served on a task force creating The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN), and serves as on-site accreditation visitor for 27

28 WVBOERN, CCNE, and Magnet Recognition Program (ANCC). She consulted on the establishment of criteria and standards for the Magnet Long Term Care Facilities. She was the principal investigator for a $410,000 HRSA Bioterrorism Curriculum Grant. Dr. Mailey has developed and presented numerous continuing nursing education and faculty development programs at local, regional, national and international locations. She has authored or co-authored and published numerous materials in peer reviewed journals, engaged in research projects, and presented at numerous conferences around the world. Her CV is available for review on-site. Dr. Mailey has the authority and administrative responsibilities inherent in the role of Department Chair at SU, and ensures that the program meets all regulatory, governmental, and accreditation standards. She assists with curriculum development, student and program outcomes, faculty recruitment, and clinical agency partnerships. She provides leadership for the program through faculty development consultation and service on University committees. Additionally, she serves on the board of directors of a free clinic and the ethics committee of a local hospital. She is a member of Sigma Theta Tau and participates in annual AACN meetings and West Virginia ADNE meetings. Dr. Mailey is on a 10-month contract with the majority of her time assigned to administrative duties. Her teaching load allows her to be in compliance with the West Virginia Nursing Code and Legislative Rules which states that 80% of her time must be devoted to administrative duties and limits the numbers of credits she can teach per academic year to six credits, with no more that three credits per semester ( Dr. Mailey provides leadership and administrative responsibilities for the baccalaureate program in nursing (B.S.N.) including assisting in curriculum development, student and program outcomes, student placement, faculty recruitment, and other departmental administrative functions. She is responsible for the supervision of ongoing daily operations of the baccalaureate nursing program, and ensures that the baccalaureate nursing program meets all applicable regulatory, governmental, and accreditation standards. She maintains University standards that meet regional, national, and professional accreditation bodies. Additionally, as Chair, Dr. Mailey performs other duties as assigned by the Dean of the School of Education and Professional Studies. The position description for the Department Chair is available in the Faculty Handbook, pages available online at 28

29 Dr. Mailey s contract period of 10 months, in comparison with the nine-month contract of some department chairs, allows for additional time for the responsibilities outlined in the Faculty Handbook, and WVBOERN ( II-D. Faculty members are: sufficient in number to accomplish the mission, goals, and expected student and faculty outcomes; academically prepared for the areas in which they teach; and experientially prepared for the areas in which they teach. Elaboration: The full-time equivalency (FTE) of faculty involved in each program is clearly delineated, and the program provides to CCNE its formula for calculating FTEs. The mix of full-time and part-time faculty is appropriate to achieve the mission, goals, and expected student and faculty outcomes. Faculty-to-student ratios ensure adequate supervision and evaluation and meet or exceed the requirements of regulatory agencies and professional nursing standards and guidelines. Faculty are academically prepared for the areas in which they teach. Academic preparation of faculty includes degree specialization, specialty coursework, or other preparation sufficient to address the major concepts included in courses they teach. Faculty teaching in the nursing program have a graduate degree. The program provides a rationale for the use of any faculty who do not have a graduate degree. Faculty who are nurses hold current RN licensure. Faculty teaching in clinical/practicum courses are experienced in the clinical area of the course and maintain clinical expertise. Clinical expertise may be maintained through clinical practice or other avenues. Faculty teaching in advanced practice clinical courses meet certification and practice requirements as specified by the relevant regulatory and specialty bodies. Advanced practice nursing tracks have lead faculty who are nationally certified in that specialty. Program Response: The DNE faculty members are academically and experientially qualified and sufficient in number to accomplish the program goals and expected student outcomes. As of fall 2010, there are nine full-time faculty members, including the Chair. Beginning fall 2011, an additional fulltime faculty line has been authorized for the Department due to our enrollment growth. For , 55% of the DNE faculty is doctoral prepared and 50% hold national certification. One faculty member is currently completing prerequisite courses for a DNP program and has been provisionally admitted to West Virginia University School of Nursing s program. All faculty hold a minimum of a master s degree in nursing, as specified in the WV Nursing Code and Legislative Rules ( All nursing faculty members hold an unencumbered RN license in WV and in other 29

30 states as appropriate for their clinical teaching responsibilities. The faculty have obtained academic degrees from respected institutions of higher learning across the country, demonstrating a rich diversity in philosophies and clinical expertise. All faculty members are qualified to teach in their content/clinical area by virtue of their educational background and/or clinical expertise. A complete listing of faculty with their educational preparation, clinical expertise, and teaching responsibilities is located in Appendix 2.D. For a full-time faculty member without administrative duties, the normal teaching load is twelve (12) credit hours per semester and twenty-four (24) credit hours per academic year (Faculty Handbook, pages available on line at In determining semester hour loads, consideration is given to laboratory assignments, such as clinical teaching and evaluation of nursing students. Because, most DNE full-time faculty members teach both theory and clinical courses, the average teaching load per semester for faculty is eight to nine credits or 12 contact hours per week. DNE faculty workload is calculated on student contact hours per week instead of credit hours. The Table 2.1 provides a comparison of credit hours to contact hours. Table 2.1 Comparison of Credit Hour to Contact Hour Credit Hour Hours Teaching Contact Hours 1 lecture credit (15 hours per semester) 1 hour 1 hour 1 clinical credit (30 hours per semester) 2 hours 2 hours Using the above table, a DNE faculty member teaching a three-credit theory course such as NURS 316, Nursing II Health Care of the Adult, would receive three contact hours per week. Whereas, a DNE faculty member teaching a three-credit clinical course such as NURS 318, Nursing II Clinical Component, would receive six contact hours per week. Each faculty member is expected to schedule a minimum of six (6) office hours per week for student consultation, except during advisement week and before and after exams when there is an expectation for greater availability (SU Faculty Handbook, pages available at A report of teaching loads and office hours is submitted to the VPAA at the beginning of each semester. The VPAA distributes forms for the collection of this data. Each faculty member posts office hours on his/ 30

31 her office door for student and faculty colleague convenience. The VPAA publishes a directory of faculty schedules and office hours. Service to the University and community is an expected part of each faculty member's workload. Service may consist of advising a student organization, committee service, volunteering in the community, and assisting at athletic events. All DNE faculty members are involved in service to the University and/or the community. Faculty members provide University service by serving on committees such as Faculty Senate and the General Studies Committee. Faculty members are active participants at campus sponsored events, such as Midnight Breakfast and Peanut Butter and Jelly (PBJ) Commuter Lunches. In addition, faculty members provide community service. For example, faculty members serve on boards of directors at local healthcare agencies, boards for local nursing associations, or volunteer at free health clinics. In addition, faculty members are expected to conduct research in their discipline and present and/or publish their research. A workload report is part of each faculty annual report. II-E. When used by the program, preceptors, as an extension of faculty, are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes. Elaboration: The roles of preceptors with respect to teaching, supervision, and student evaluation are clearly defined; congruent with the mission, goals, and expected student outcomes; and congruent with relevant professional nursing standards and guidelines. Preceptors have the expertise to support student achievement of expected learning outcomes. Preceptor performance expectations are clearly communicated to preceptors. Program Response: Currently the DNE does not utilize preceptors in the clinical setting. II-F. The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes. Elaboration: Institutional support is available to promote faculty outcomes congruent with defined expectations of the faculty role and in support of the mission, goals, and expected student outcomes. For example: Faculty have opportunities for ongoing development in pedagogy. If research is an expected faculty outcome, the institution provides resources to support faculty research. If practice is an expected faculty outcome, opportunities are provided for faculty to maintain practice competence, and institutional support ensures that currency in clinical practice is maintained for faculty in roles which require it. If service is an expected faculty outcome, expected service is clearly defined and supported. 31

32 Program Response: The environment at Shepherd University supports and encourages faculty in the areas of teaching, scholarship, and service. The Faculty Handbook clearly delineates an expectation of quality teaching and the methods by which faculty members are evaluated (Faculty Handbook). Full-time faculty members write an annual report that describes their accomplishments in relation to teaching, scholarship, and service. They set goals for the following year to accomplish each of these three areas. In addition, they receive course evaluations each semester for the previous semester from the Office of Institutional Research or through the DNE. Course evaluations, the annual report, and input from the Department Chair are significant components of the annual evaluation the school Dean writes for each faculty member. The evaluations are discussed in individual meetings between the faculty member and the Dean, SOEPS. All tenure-track faculty members submit a portfolio to their school's Promotion and Tenure Committee (PTC) in no later than the third year of employment at Shepherd University or in the third year of tenure earning credit. The PTC conducts a review using the same criteria used for a tenure review and will submit, in writing, the results of that review to the faculty member under review. Faculty must be reviewed for tenure no later than the completion of the sixth year of service at Shepherd University or in the sixth year of tenure-credited at Shepherd University. The same process is used for review of tenure portfolios. Teaching Evaluation of teaching through course evaluations is a significant part of the annual evaluation and promotion and tenure processes for each faculty member. The DNE requires that every nursing education course is evaluated using the standard University course evaluation form or a form developed by the DNE. Results from the standard University courses evaluations are processed by the Office of Institutional Research, which provides course evaluations to instructors as well as the Department Chair and Dean. Results from the DNE forms are processed by the Administrative Assistant with results provided to the course faculty and Department Chair. The Department Chair reviews evaluations and discusses concerns with individual faculty members. Instructors who receive negative evaluations may receive professional development from colleagues, chairperson, dean, and the Center for Teaching and Learning. 32

33 The SU Center for Teaching and Learning sponsors workshops that feature monthly sessions guided by professors who have introduced innovative classroom strategies using technology, diversity, and other valuable elements. Learning communities specific to the needs of first- and second-year faculty are also presented by the Center for Teaching and Learning. Departmental mentors work with beginning faculty members to support success; while senior faculty members continue to support junior faculty in teaching, scholarship, and service. Funding provided by the institution, Faculty Senate, academic schools and departments, support faculty engagement in professional development to enhance teaching and explore professional interests that address topics of interest that lead to improvement of teaching and learning for candidates. Scholarship Scholarship is evaluated as part of the annual review and promotion and tenure processes. Faculty members under evaluation present materials to the PTC and detailed written feedback is given to the professor. Scholarly work may include research, publications, presentation of scholarly papers at professional meetings or conferences, grant-writing, and related activities such as serving as an editor, peer reviewer of manuscripts, or consultation. Faculty members are encouraged to participate in all aspects of scholarship including professional development. Full-time faculty members can receive $500 for professional development funds to attend or present at conferences. The Dean can provide additional funds, when requested, to support faculty presentations at professional conferences. The Faculty Senate provides a number of professional development opportunities for faculty by application. These include four one-course-for-one-semester faculty reassignment research slots for work toward publishing and/or performance, $5,500 in mini-grants ($500 each) from the Alumni Association, three full-year sabbaticals at one-half salary for the year, and three one-semester sabbaticals with full salary for the year. In addition, the Shepherd University Foundation and Academic Affairs provide a maximum of four stipends at $3,500 per award for research yearly. Faculty can apply for grants up to $1,000 from the Center for Teaching and Learning for professional development and assessment of student learning. Shepherd University also provides the assistance of the University's grant writer to facilitate grants development by faculty members for research and professional development. 33

34 All full-time DNE faculty are expected to maintain competence in the areas in which they teach by attending workshops or conferences, maintain certification, or through continuing education. All DNE faculty completed the required minimum of 12 continuing education credits for licensure renewal as required by the WV Board of Registered Professional Nurses ( During the spring 2011, all DNE faculty are taking an online continuing education course on human genetics through Cincinnati Children s Hospital. DNE faculty members are engaged in scholarship activities that support the mission of Shepherd University and the department; and their professional interests are related to teaching, learning, and assessment. During the past three years, faculty members have presented at the regional, national, and international levels, served as peer reviewers for manuscripts, published manuscripts, and submitted grants. Curricula vitae for faculty members will be available for review in the Evidence Room. Service Shepherd University views service as an integral part of its mission and core values: learning, engagement, integrity, accessibility, and community. The University expects faculty to contribute to the professional and social life of the communities and areas served by the Shepherd University. Because Shepherd University is interested in maintaining the goodwill and confidence of its constituencies and the public at large, it is expected that each faculty member will contribute to the community goodwill (Faculty Handbook, pages located at The University defines service to the campus as committee service, co-curricular activities, civic work, administrative service, collaboration with other institutions, civic activities related to the academic discipline, social activities, and presentations to community groups (Faculty Handbook). DNE faculty members provide service to their departments, unit, the University, and to the community. They serve as members of university-wide, academic school, unit, and department committees. They also serve as advisors to student organizations and as members of advisory boards. Evidence of service and participation on committees and other activities is part of the annual review and promotion and tenure process. Full-time nursing faculty members facilitate the achievement of the B.S.N. program goals through teaching, scholarship, and service. 34

35 Summary of Assessment Strengths 1. Diverse faculty educational preparation and clinical expertise. 2. Faculty assignments are based on personnel expertise and strengths. 3. State-of-the-art building with four simulation labs, computer lab, and leading-edge classroom technology. 4. Visionary leadership drives continuous quality improvement of the DNE program. 5. Liberal arts university with a focus on student success. 6. A caring commitment to the students, program, and to the University 7. Faculty members are encouraged and supported to obtain a terminal degree. 8. The University supports faculty in their ongoing development of teaching pedagogy. 9. The increasing nursing student enrollment has been supported by a new faculty line. Opportunities for Improvement 1. Recruitment and retention of doctoral prepared faculty continues to be particularly challenging due to competition and faculty salaries. 2. As the number of clinical nurse educators increases, a comprehensive orientation program and ongoing support are needed. 3. Seek opportunities for partnerships and funding sources. Action Plan 1. Advocate for salary adjustments and equity for nursing faculty to encourage recruitment and retention. Promote support and encouragement of current faculty to begin and/or continue doctoral studies. Continue to orient, support, and guide new faculty in their role with their mentor and regular meeting with the Chair. 35

36 2. Encourage CNEs to attend Department of Nursing Education faculty orientation and meetings. 3. Aggressively explore community partnerships that may contribute to the fiscal and physical resources of the Department. 36

37 STANDARD III PROGRAM QUALITY: CURRICULUM AND TEACHING-LEARNING PRACTICES The curriculum is developed in accordance with the mission, goals, and expected aggregate student outcomes and reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected individual student learning outcomes and expected aggregate student outcomes. The environment for teaching-learning fosters achievement of expected individual student learning outcomes. III-A. The curriculum is developed, implemented, and revised to reflect clear statements of expected individual student learning outcomes that are congruent with the program s mission, goals, and expected aggregate student outcomes. Elaboration: Curricular objectives (course, unit, and/or level objectives or competencies as identified by the program) provide clear statements of expected individual student learning outcomes. Expected individual student learning outcomes contribute to achievement of the mission, goals, and expected aggregate student outcomes. Program Response: The Bachelor of Science in Nursing (B.S.N.) curriculum is developed, implemented, and revised to reflect clear statements of expected student outcomes which contribute to the achievement of the Department of Nursing Education s (DNE) mission, goals, and aggregate student outcomes. For example, in order to prepare our graduates for the rapidly changing healthcare environment, as stated in our mission, courses in Human Genetics with Ethical Applications and Information Management were incorporated into the new nursing curriculum which began implementation in the fall The Information Management course is designed to ensure that our students meet the competencies identified in The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing (AACN), 2008) and by the Technology Informatics Guiding Education Reform (TIGER, 2009) final report. The Department of Nursing Education (DNE) undertook an intensive review and revision of the generic program track from and the R.N.-to-B.S.N. track in Several factors guided the review and revision of the program tracks, both internal and external. Internal factors guiding the curriculum revision process included: Shepherd University s revision of its vision, mission, and core values; Shepherd University s strategic plan goal to decrease the total credit hours required for graduation from 128 to 120 effective fall 2011; input from our communities of interest; and the Department decision to change the program accreditation 37

38 agency from the National League for Nursing Accrediting Commission (NLNAC) to the Commission of Collegiate Nursing Education (CCNE). External factors included the revision process of The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing (AACN), 2008), and Nursing: Scope and Standards of Practice (American Nurses Association (ANA), 2010). Additionally, the unique characteristics of the state of West Virginia mandate that the healthcare needs of rural populations and vulnerable groups be a focus of our curriculum. The vision of the DNE is to prepare caring, competent, culturally-sensitive nurse leaders who are inspired to shape the future of healthcare for a diverse society through excellence in nursing education. In order to achieve this vision, the mission of the DNE is to enhance the health status of the world by educating professional nurses for practice in a rapidly changing healthcare environment as a nurse generalist. In keeping with the mission, the DNE offers a Bachelor of Science (B.S.N.) in nursing program, which prepares professional nurses for entry into practice as nurse generalists through generic or R.N.-to-B.S.N. tracks. Committed to excellence in nursing education, the DNE embraces the University s five core values: learning, engagement, integrity, accessibility, and community. The University core values are embedded in our beliefs about health, professional nursing, nursing education, and patient, which are integrated throughout the curriculum. These beliefs guide our program in achieving its vision and mission. The DNE defines these beliefs as: Health Health is the dynamic state of equilibrium that is affected by the patient s spirituality, health determinants, and health literacy. It is defined by each patient as a state of well-being or optimal functioning and requires continuous adaptation to one s environment. The nurse performs interventions related to disease prevention, health promotion, health maintenance, illness, and end-of-life care for diverse and vulnerable populations. Professional Nursing Professional nursing is a dynamic caring profession derived from nursing knowledge, theory, and research. Inherent to the profession are the values of altruism, autonomy, human dignity, and social justice. Professional nursing requires competence in utilizing the nursing process to provide multi-dimensional, high quality, cost-effective, evidencebased, patient-centered care across all environments. The professional nurse assumes the roles of provider of care, designer/manager/coordinator of care, and member of the profession by utilizing three expected student outcomes (ISO): clinical judgment, communication, and patient- 38

39 centered care. The professional nurse is a moral agent and engages in cultural humility, self care, lifelong learning, and service. Nursing Education - Baccalaureate nursing education creates a preferred future for the professional nurse. Baccalaureate nursing education prepares generalists for entry-level practice by using integrative strategies for learning, simulation, immersion experiences, and information technology. Nursing education is student-centered, interactive, and fosters a spirit of inquiry. Nursing educators and students together explore theories of nursing and implement evidencebased practice in the provision of patient-centered care. Nursing education provides an environment where professional nursing values and behaviors are modeled and practiced in order to promote cultural humility, personal and professional integrity, and accountability. The focus of the immersion experiences is to manage patient-centered care as part of the intraprofessional, interprofessional, and healthcare team. Patient A patient may be an individual, family, group, community, or population. Patients collaborate with the healthcare team as participants in multi-dimensional patient-centered care. These belief statements serve as the foundation throughout the curriculum and are embedded in all nursing courses. The B.S.N. program is designed to assist students achieve program outcomes and attain the knowledge, skills, values, ethical framework, and competencies appropriate for entry-level registered nurse generalists. Three overall expected student outcomes have been established and include: communication, clinical judgment, and patient-centered care. The DNE defines these expected student outcomes as: Communication The integration of effective culturally sensitive, interprofessional, and intraprofessional communication (verbal, nonverbal, written, and electronic) among the healthcare team and the use of informatics in the practice of professional nursing. 1. Utilize information management and technology to provide multi-dimensional patientcentered care. 2. Utilize effective interprofessional, intraprofessional, and collaborative communication skills with members of the healthcare team in the delivery of patient-centered care. Clinical Judgment The use of critical-thinking skills in the practice of professional nursing. 1. Integrate a background in the liberal arts with the knowledge, skills, and values of professional nursing in order to affect the health of the patient. 39

40 2. Assume the role of a professional nurse in influencing health policy through recognizing, evaluating, and responding to the changing needs of society. 3. Utilize skills in clinical judgment in providing safe, cost-effective, high-quality, multidimensional, evidence-based patient-centered care. Patient-Centered Care Nursing practice which includes actions to identify, respect, and care about patients differences, values, preferences, and expressed needs; relieve pain and suffering; coordinate continuous care; listen to, clearly inform, communicate with, and educate patients; share decision making and management; and continuously advocate disease prevention, wellness, and promote healthy lifestyles, including a focus on population health. (Institute of Medicine, 2003). 1. Practice professional nursing as a nurse generalist utilizing skills in leadership, quality improvement, and patient safety in order to provide evidenced-based, high quality, patient-centered care. 2. Participate in professional lifelong learning and value service to the community. The structure of the B.S.N. program, its curriculum, courses, and teaching-learning outcomes are based on the vision, mission, core values, beliefs, and expected student outcomes of the Department. The program s vision and mission underscore the importance of a foundation in the liberal arts, nursing knowledge and practice, service, and lifelong learning. Appendix 3.A.1 details the relationship of the B.S.N. program expected student outcomes with the vision, mission, core values, and beliefs for the current curriculum and Appendix 3.A.2 details the information for the revised curriculum implemented January Information regarding the B.S.N. program is available to students and communities of interest in the University catalog, program brochures, Department website ( and DNE Student Handbook. The students are provided a copy of the DNE Student Handbook at the beginning of each academic year. Students admitted for the spring semester are given a copy of the handbook in January. All students sign that they received a copy of the student handbook. Information regarding specific course expected student outcomes can be found in each course syllabus, which is located on Sakai and can be easily accessed by students. The B.S.N. program follows curriculum guidelines established by The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), the Nursing: Scope Laura 2/1/11 9:52 PM Comment: Laura 2/1/11 9:52 PM Comment: 40

41 and Standards of Practice (ANA, 2010), Code of Ethics for Nurses (ANA, 2005), and the legislative regulations governing the West Virginia Board of Examiners for Registered Professional Nurses (WVBOERN). The DNE prepares students to develop knowledge, values, and clinical skills that enable them to communicate effectively and use clinical judgment in the provision of patient-centered care with individuals, families, groups, communities, and populations. III-B. Expected individual student learning outcomes are consistent with the roles for which the program is preparing its graduates. Curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum, expected individual student learning outcomes, and expected aggregate student outcomes. Baccalaureate program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008). Master s program curricula incorporate professional standards and guidelines as appropriate. a. All master s programs incorporate the Graduate Core Curriculum of The Essentials of Master s Education for Advanced Practice Nursing (AACN, 1996) and additional relevant professional standards and guidelines as identified by the program. b. All master s-level advanced practice nursing programs incorporate the Advanced Practice Nursing Core Curriculum of The Essentials of Master s Education for Advanced Practice Nursing (AACN, 1996). In addition, nurse practitioner programs incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2008). Graduate-entry program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) and appropriate graduate program standards and guidelines. DNP program curricula incorporate professional standards and guidelines as appropriate. a. All DNP programs incorporate The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) and incorporate additional relevant professional standards and guidelines as identified by the program. b. All DNP programs that prepare nurse practitioners also incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2008). Elaboration: Each degree program and specialty area incorporates professional nursing standards and guidelines relevant to that program/area. The program clearly demonstrates where and how content, knowledge, and skills required by identified sets of standards are incorporated into the curriculum. Advanced practice master s programs (Clinical Nurse Specialist, Nurse Anesthesia, Nurse Midwife, and Nurse Practitioner) and DNP programs with a direct care focus incorporate separate graduate level courses in health/physical assessment, physiology/pathophysiology, and pharmacology. Additional content in these areas may be integrated as needed into specialty courses. Separate courses in physical assessment, physiology/pathophysiology, and pharmacology are not required by CCNE for students enrolled in post-master s DNP programs who hold current national certification as advanced practice nurses, unless the program has deemed this necessary. 41

42 Program Response: The program incorporates The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), Nursing: Scope and Standards of Practice (ANA, 2010), Code of Ethics for Nurses (ANA, 2005), and the WVBOERN regulations. The Nursing: Scope and Standards of Practice and Code of Ethics for Nursing (ANA, 2005) and the WVBOERN Standards for Professional Practice (Title 19, Series 10) were adopted as standards that explicate expectations of nursing practice and embody the values and knowledge that are central to nursing at Shepherd University. An example of how The Essentials (AACN, 2008) is reflected in the B.S.N. curriculum is seen in the following example. Essential 1 indicates that baccalaureate nursing education program will include liberal education courses. This is reflected in one of the Department s program goals which states that a graduate of the program is able to integrate a background in the liberal arts with the knowledge, skills, and values of professional nursing in order to affect the health of the patient. Each nursing course builds on the student s liberal arts foundation. Another example of how The Essentials is reflected in the nursing curriculum can be found with Essential V, which focuses on healthcare policy, finance, and regulatory environments. A highlight of the B.S.N. curriculum is the student s visit and discussion with nursing leaders at the American Nurses Association followed by a visit to the U.S. Capitol. At the U.S. Capitol, students meet with their Senators, Representatives, or their office staff to discuss a healthcare issue facing nursing. Evidence of inclusion of the The Essentials into the nursing curriculum is found in Appendix 3.B.1. The program introduces the Nursing: Scope and Standards of Practice (ANA, 2010), the Code of Ethics for Nurses (ANA, 2005), and the WVBOERN Standards for Professional Nursing Practice (Title 19, Series 10) during NURS 310, with each subsequent course holding students accountable for maintaining these professional standards. These nursing standards are inherent in the overall B.S.N. program goals and expected student outcomes for each nursing course. For example, one of the B.S.N. program goals states that the program prepares graduates who are able to utilize effective interpersonal, intraprofessional, and collaborative communication skills with members of the healthcare team in the delivery of patient-centered care. This goal references Standard VI of the Nursing Scope and Standards of Practice, Provision 8 of the Code of Ethics for Nurses, and Standard 3.5 of the WVBOERN Standards for 42

43 Professional Practice. Evidence of inclusion of the standard and guidelines into the curriculum is found in the Appendices (Nursing: Scope and Standards of Practice Appendix 3.B.2, the Code of Ethics for Nurses Appendix 3.B.3 and the WVBOERN Standard for Professional Practice Appendix 3.B.4). In accordance with principles of continuous improvement, the Shepherd University nursing faculty undertook review and revision of the generic curriculum from and the R.N.-to-B.S.N. track in 2010, which was guided by The Essentials (AACN, 2008) and feedback from our community of interest. Examples of opportunities for curriculum improvement identified by our community of interest included: the critical nursing shortage, need for nurses with excellent clinical judgment skills, demand for nurses to develop evidence-based practice, magnet hospital initiatives, and the need to mentor and retain new graduates. Students also identified several opportunities for continuous improvement of the B.S.N. curriculum. Student input was received from course evaluations, informal feedback to faculty, and class representative reports at Department and committee meetings. Opportunities for improvement included: too much heavy content in the combined pharmacology/pathophysiology courses for the number of credits provided (NURS 317 and NURS 326), lack of student competency and knowledge of nutrition and growth and development, request for revised clinical learning activities to include more simulation exercises, and a capstone immersion experience. Many of the opportunities for improvement identified by the community of interest and students were also shared by the faculty. As a result of this process the current undergraduate curriculum was revised and examples of the changes made include: Current Curriculum o Development of a new course to meet the nutrition prerequisite (FACS 328, Nutrition and Diet Therapy, instead of FACS 318, Nutrition), which was implemented in spring o Incorporation of a course on health promotion (NURS 310), which was implemented in the fall Revised Curriculum being implemented January

44 o Incorporation of simulation lab courses (NURS 331, 341, 431) aimed at assisting the student to develop clinical judgment and nursing intervention competencies. o Placement of a course focusing on care of the older adult earlier in the curriculum. o Development of a three-credit course which focuses only on pharmacotherapeutics. o Incorporation of the pathophysiology of disease processes into all nursing courses as appropriate. o Revision of the nursing research course to include a focus on evidence-based practice and increasing the credit hours for the course (previously NURS 324 at 2 credits and changed to NURS 437 at 3 credits). o Addition of a three-credit course on information management (NURS 440). o Addition of a four-credit capstone immersion experience (NURS 444). The revised curriculum plan is a result of the ongoing curricular evaluation process and represents the work accomplished by the faculty. Clearly identified B.S.N. program and course expected student outcomes are evident within the curriculum. The expected student outcomes are appropriate for B.S.N. graduates and consistent with relevant professional nursing standards and guidelines established by The Essentials (AACN, 2008), the Nursing: Scope and Standards of Practice (ANA, 2010), Code of Ethics for Nurses (ANA, 2005), and the WVBOERN Standards for Professional Practice (Title 19, Series 10). III-C. The curriculum is logically structured to achieve expected individual and aggregate student outcomes. The baccalaureate curriculum builds upon a foundation of the arts, sciences, and humanities. Master s curricula build on a foundation comparable to baccalaureate level nursing knowledge. DNP curricula build on a baccalaureate and/or master s foundation, depending on the level of entry of the student. Elaboration: Baccalaureate program faculty and students articulate how knowledge from courses in the arts, sciences, and humanities is incorporated into nursing practice. Postbaccalaureate entry programs in nursing incorporate the generalist knowledge common to baccalaureate nursing education as delineated in The Essentials of Baccalaureate 44

45 Education for Professional Nursing Practice (AACN,2008) as well as advanced course work. Graduate curricula are clearly based on a foundation comparable to a baccalaureate degree in nursing. Graduate programs delineate how students who do not have a baccalaureate degree in nursing acquire the knowledge and competencies comparable to baccalaureate education in nursing as a foundation for advanced nursing education. Accelerated programs that move students from basic nursing preparation (e.g., associate degree or diploma education) to a graduate degree demonstrate how these students acquire baccalaureate level knowledge and competencies delineated in The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), even if they do not award a baccalaureate degree in nursing in addition to the graduate degree. DNP programs, whether post-baccalaureate or post-master s, demonstrate how students acquire doctoral-level competencies delineated in The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006). The program provides a rationale for the sequence of the curriculum for each program. Program Response: The B.S.N. curriculum builds on a liberal arts foundation (general studies) and pre- and co-requisite support courses. The curriculum is structured to facilitate the student s achievement of the course and program expected student outcomes. General Education and Nursing Prerequisite Requirements Shepherd University requires all baccalaureate degree candidates, except the Regents Bachelor of Arts, to complete 47 credits of required general studies course work. The general studies curriculum is generally completed within the first two years of University work and is designed to give the student a foundation in the humanities, life or physical sciences, mathematics, social sciences, and physical education (University Catalog , p. 43). In conjunction with a major field, and in consultation with their academic advisors, students design programs of study that satisfy the general studies curriculum. Courses required in the general studies curriculum may be cross-counted, if also required in the student s major. B.S.N. students are required to take two semesters of chemistry in order to meet the physical science requirements in the general studies curriculum and serve as prerequisite courses for the major. The Table 3.1 outlines the General Studies Curriculum for nursing majors. 45

46 Table 3.1: General Studies Curriculum for Nursing Majors Semester Semester Freshman, first semester Freshman, second semester ENGL 101 Written English (3 cr) ENGL 103 Writing for Social Science (other CHEM 120 College Chemistry I (3 cr) choices include ENGL 102, 104) (3 cr) CHEM 120 L College Chemistry I Lab (1 cr) CHEM 122 College Chemistry II (3 cr) GSPE 210- Fitness for Life (2 cr) CHEM 122L College Chemistry II Lab (1 cr) MUSC 111 Introduction to Music (2 cr) ART 103 Introduction to Visual Art (2 cr) MATH 314 Statistics (other courses maybe PSCI 100 Politics and Government or 101 used) ( 3 cr) American Federal Government (3 cr) HIST 100, 101, 102, or 103 History of HIST 100, 101, 102, or 103 (History of Civilization (3 cr) Civilization (3 cr) Sophomore, first semester Sophomore, second semester ENGL 208 or 209 Survey of World Literature I ENGL 204 Survey of American Literature (3 or II (3 cr) cr) SOCI 203 General Sociology (3 cr) ECON 123 or 205 Contemporary Economics or Principles of Macroeconomics (3 cr) COMM 202 Fundamentals of Speech (3 cr) One of Shepherd University s Strategic Plan goals is to reduce the credit hours required for graduation from 128 to 120, beginning in the fall In order to achieve this goal, a general studies curriculum Committee was created in the fall 2009 for the purpose of revising the general studies curriculum. The full-time University faculty approved the revised 42 credit General Studies Curriculum in December 2010 and the curriculum will be implemented with students admitted to Shepherd University in the fall The DNE faculty believes that in addition to nursing content, a liberal studies education is also essential for all baccalaureate programs. A liberal studies background promotes the acquisition of critical-thinking skills which are the basis for developing clinical judgment and ethical decision-making skills. For example, courses in English and speech refine the student s 46

47 capacity for effective written and oral communication, whereas courses in literature and history challenge the student to reflect on a broad range of human experiences. Nursing Prerequisite or Co-requisite Courses A foundation of knowledge in science, humanities, and related professional disciplines assists the B.S.N. program to prepare professionals as generalists. Table 3.2 provides an example of how nursing prerequisite courses provide a foundation for the B.S.N. program. Table 3.2: Nursing Prerequisite Courses Provide Foundation for Nursing B.S.N. Prerequisite Foundation provided Course Placement Anatomy and Physiology (BIOL 225/227 and BIOL 226/228) Prepares students to think critically about variations in human functioning related to health and illness and provides guidance for students in the performance of health Sophomore, first semester and Sophomore, second semester assessments. Microbiology (BIOL 302) Prepares students to think critically about variation in human functioning related to Sophomore, first semester health and illness and provides students with a foundation for understanding infectious diseases and standard precautions. Chemistry (CHEM 120/120L and 122/122L) Prepares students to think critically about variation in human functioning related to health and illness, homeostasis, and management of clients receiving Freshman, first semester and Freshman, second semester pharmacological therapy. Nutrition (FACS 318 or 328) Prepares students to think critically about the principles of normal nutrition including the major nutrients; the function and food sources of major nutrients; nutrition utilization by the body; the relationships with disease, genetics, and nutrition; food safety; and nutritional Sophomore, second semester 47

48 B.S.N. Prerequisite Foundation provided Course Placement requirements throughout the lifespan. PSYC 101 (Introduction to Psychology) NURS 310 (Lifespan Health Promotion in Nursing) EDUC 300 (Human Growth and Development) MATH Prepares students to apply scientific inquiry into societal forces that have shaped and continue to shape our world. Provides students with the foundation for health screenings and health assessment. Prepares students for application of core beliefs and outcomes throughout the nursing program. Provides students with an exploration of the physical, social, and cognitive variables which affect the quality of professional interaction with the developing person. Provides students with cognitive skills in qualitative analysis and critical inquiry necessary for critical thinking, problem solving, performing drug calculations and evaluating research findings. Sophomore, first semester Sophomore, second semester Junior, first semester Freshman, first semester Nursing Curriculum The nursing curriculum is built on the general studies and nursing prerequisite courses. The B.S.N. curriculum is logically structured and sequenced in a manner to facilitate student learning and attainment of expected student outcomes and program goals. Each nursing course builds upon another, developing the student s skills and expertise. Implemented in the fall 2010, a beginning nursing course, NURS 310, Lifespan Health Promotion in Nursing, provides an overview of individuals health and wellness; health promotion activities across the lifespan; introduces the core beliefs of health, professional nursing, nursing education, and patient; and introduces the outcomes of communication, clinical judgment, and patient-centered care. The Health Promotion course lays the foundation for health screenings, understanding of personal 48

49 values and health beliefs, and cultural variations which are fundamental to health assessment (NURS 313) and all didactic and clinical courses in the current curriculum and all courses in the revised curriculum implemented in the spring Table 3.3 describes the current curriculum which will be gradually phased out over the next four semesters. Table 3.3 Current Nursing Curriculum Plan Semester and Courses Semester and Courses Junior, first semester Junior, second semester NURS 311 Nursing I Introduction to Health NURS 316 Nursing II Health Care of the Adult Care (3 cr) (3cr) NURS 313 Nursing I-A Health Assessment (3 NURS 318 Nursing II Clinical Component (3 cr) cr) NURS 315 Nursing I-B Clinical Component (3 NURS 320 Nursing III Psychiatric/Mental cr) Health Care (3 cr) NURS 317 Essentials of Clinical Pharm/Path NURS 322 Nursing III Clinical Component (2 in Nursing (2 cr) cr) EDUC 300 Human Growth and Development NURS 324 Nursing Research (2 cr) (3 cr) NURS 326 Essentials of Pharm/Path in Elective (3 cr) Nursing (2 cr) Senior, first semester Senior, second semester NURS 411 Nursing IV Community Health NURS 419 Nursing VI Health Care of Women Care (3 cr) (3 cr) NURS 413 Nursing IV Clinical Component (3 NURS 421 Nursing VI Clinical Component (2 cr) cr) NURS 415 Nursing V Health Care of Children NURS 422 Nursing VII Nursing Care of the and Families (3 cr) Adult: Gerontology Focus (3 cr) NURS 417 Nursing V Clinical Component (2 NURS 424 Nursing VII Clinical Component (3 cr) cr) NURS 426 Nursing VIII Health Care of the NURS 434 Management and Issues in Health Adult with Complex Problems (3 cr) Care (3 cr) NURS 428 Nursing VIII Clinical Component NURS 436 Senior Capstone Seminar (1 cr) (2 cr) 49

50 As a result of the continuous improvement process, the nursing curriculum was revised and implemented with the class admitted to the nursing program in January 2011 as shown in the implementation timeline in Appendix 3.C.1. The revised curriculum incorporates theory and corresponding clinical learning activities into the same course. Student performance in the clinical component of the course will be on a pass/fail basis. The student must satisfactorily meet the course expected student outcomes, both in didactic and clinical, in order to successfully pass the course. The change in how courses are offered occurred in response to faculty and WVBOERN concerns (Accreditation Self-Evaluation Visitors Comments, Spring 2008) that students could fail the didactic course, or clinical course, while passing the other corequisite course. Students failing one part of the course co-requisites were not required to complete the corresponding co-requisite course which they had successfully completed. The new nursing curriculum plan is found in Table 3.4 and was implemented with students admitted to the nursing program in January Table 3.4 New Nursing Curriculum Plan Implemented January 2011 Semester/Course Semester/Course (Total credits theory/clinical) (Total credits theory/clinical) Junior, first semester Junior, second semester NURS 330: Patient-centered Care: NURS 340 Patient-centered care: Behavioral Foundations of Nursing (4 cr 3 cr/1 cr) Health (5 cr 3.cr/2.cr) NURS 331 Performance Outcomes I (1 cr 0 NURS 341 Performance Outcomes II (1 cr 0 cr/1 cr) cr/1 cr) NURS 332 Patient-centered Care: Older Adult NURS 342 Patient-centered Care: Adult Health (2 cr 2 cr/0cr) 6 cr (3 cr/3 cr) NURS 333 Health Assessment (3 cr 2 cr/1 NURS 344: Human Genetics with Ethical cr) Applications (3 cr 3 cr/0 cr) NURS 334 Pharmacotherapeutics (3 cr 3 cr/0 cr) Senior, fist semester Senior, second semester NURS 430: Patient-centered Care: Children NURS 442 Patient-centered Care: Population and Families (4 cr 3 cr/1 cr) Health (5 cr 3 cr/2 cr) 50

51 Semester/Course (Total credits theory/clinical) NURS 431 Performance Outcomes III (1 cr 0 cr/1 cr) NURS 432 Patient-centered Care: Adult Health II (6cr 3 cr/3 cr) NURS 437: Nursing research and Evidencebased Practice (3 cr 3 cr/0 cr) NURS 438: Patient-centered Care: Childbearing Family (3 cr 2 cr/1 cr) Semester/Course (Total credits theory/clinical) NURS 443 Leadership (3 cr 3 cr/0 cr) NURS 444 Capstone Immersion Experience (4cr 0 cr/4 cr) NURS 445 NCLEX-RN Preparation (1 cr 1 cr/0 cr) NURS 450 Information Management (3 cr 3 cr/0 cr) R.N.-to-B.S.N. Track Students in the R.N.-to-B.S.N. track complete the same general studies requirements as the generic student. R.N.s who have graduated from an approved associate degree nursing program receive 39 nursing credits in the current curriculum and 47 in the new curriculum. Table 3.5 shows the nursing courses R.N.-to-B.S.N. students are required to take in each of the curriculums. Table 3.5: R.N.-to-B.S.N. Curriculum Comparison of Current and New Curriculum Current Curriculum Required Nursing New Curriculum Required Nursing Courses Courses NURS 313 Nursing I-A Health Assessment (3 cr) NURS 333 Health Assessment (3 cr 2 cr/1 cr) NURS 324 Nursing Research (2 cr) NURS 344 Human Genetics with Ethical NURS 411 Nursing IV Community Health Care (3 Applications (3 cr 3 cr/0 cr) cr) NURS 437 Nursing Research and Evidence-based NURS 413 Nursing IV Clinical Component (3 cr) Practice (3 cr 3 cr/0 cr) NURS 434 Management and Issues in Healthcare NURS 442 Patient-centered Care: Population (3 cr) Health (5 cr 3cr/2cr) NURS 410 Advanced Nursing Concepts and NURS 443 Leadership (3 cr 3 cr /0 cr) Practice (6 cr) NURS 450 Information Management (3 cr 3 cr/0 cr) NURS 510 Healthcare Delivery Systems: Political, Social, and Economic Influence (3 cr 3 cr/0 cr) 51

52 In summary, the general studies curriculum and pre- and corequisite courses provide the foundation for the B.S.N. curriculum. These courses may be taken at Shepherd University or course equivalencies transferred from other institutions of higher learning. The B.S.N. curriculum aims to prepare nurse generalists for entry into the profession of nursing and provides an opportunity or R.N.s to continue their education. The B.S.N. curriculum prepares graduates to communicate effectively and use clinical judgment skills in the provision of patient-centered care. In addition, students are prepared to practice in a variety of settings, assume leadership roles, and have a foundation for graduate study. III-D. Teaching-learning practices and environments support the achievement of expected individual student learning outcomes and aggregate student outcomes. Elaboration: Teaching-learning practices and environments (classroom, clinical, laboratory, simulation, distance education) support achievement of expected individual student learning outcomes identified in course, unit, and/or level objectives. Program Response: Faculty use a variety of teaching-learning practices and environments to assist students achieve course and program expected student outcomes. Environment The choice of didactic and clinical teaching-learning practices and learning environments is an important consideration for faculty and is evaluated at the conclusion of each course by both students and faculty. For example, prior to 2007, students, faculty, and the WVBOERN had significant concerns regarding the space designated for nursing classrooms, lab, and faculty offices. In response to these concerns, the University obtained federal funding to build a new, state-of-the-art nursing classroom building which opened in the summer of The Erma Ora Byrd Hall is a two-story brick 37,000 gross square foot building, equipped with technological resources that include: A 32-station computer lab On the first floor, a lecture hall, six classrooms, and two seminar rooms. Each classroom/seminar room is wireless and contains a computer with internet capability, DVD player, ICD projector, document reader, projection screens, microphone, and 52

53 whiteboards. Utilization of tables and chairs in the classrooms facilitates group work and activities. Administration, faculty offices, and the four simulation labs (acute care, critical care, mother-child, independent living lab) are located on the second floor. All of the simulation labs are wireless, and three of the four (excludes independent living lab) contain a computer with internet capability, DVD player, ICD projector, cameras, document reader, projection screen, and whiteboards. The acute care simulation lab contains an electronic patient lift system, six acute care beds, two exam tables, four moderate fidelity manikins, medication cart, and isolation cart. The critical care lab contains two critical care beds, a Sim Man (Laerdal), ventilator, and crash cart. The mother-child simulation lab contains a delivery bed, Noelle (Laerdal), Vital Sim Baby (Laerdal), isolette, and warmer All bedsides have laptop computers The independent living lab is organized to represent a home and contains a living room, fully furnished kitchen/dining room, bedroom, and bathroom. Since moving into the Erma Ora Byrd Hall, students and faculty have rated the classroom and clinical simulation labs as excellent. Classroom While class size varies in didactic courses, ranging from students, faculty members employ a variety of active teaching-learning strategies to facilitate learning. Didactic courses meet one time per week, for one to three hours depending on the number of credit hours for each course. Breaks are scheduled during the class and provide time for students to obtain healthy drinks from vending machines or food and drinks from the Ram s Den. During this time students can relax in the building foyer or walk outside for fresh air. The active teaching-learning strategies utilized during didactic courses include: lecture, seminars, small group work and discussions, case studies, seminars, concept mapping, computeraided instruction, online standardized testing, evidence-based projects, PowerPoint presentations, poster presentations, guest speakers, and use of audio-visual materials. Case studies are used 53

54 extensively in many didactic courses to promote critical thinking, clinical judgment, communication, and patient-centered care. Sakai, a classroom management system, supports each course and is easily accessed by students. Faculty can use Sakai to post course syllabi, class outlines and learning activities, course announcements, and class grades (which can only be accessed by each student using passwords). Communication also occurs through use of discussion boards and . Examples of active teaching-learning strategies and student work will be available in the on-site resource room. Clinical Learning Activities Clinical placements occur in interdisciplinary settings or the simulation lab with nursing faculty or clinical nurse educators. Each setting provides the students with extensive clinical practice experiences and allows students the opportunity to implement emerging science and practice innovations to improve the healthcare system. It is expected that each student will have completed 600 hours of clinical practice, with a minimum of 500 hours in direct patient care (Virginia Board of Nursing Regulation). Faculty members maintain a maximum clinical ratio of 10:1, in accordance with WVBOERN. regulations. Planned clinical learning activities occur in a variety of clinical facilities within the tristate area (WV, VA, and MD). Clinical learning activities are designed to promote attainment of the expected student outcomes. For example, in NURS 318 Health Care of the Adult, students have clinical learning activities on medical-surgical units, acute care and outpatient operative suites, and out-patient dialysis centers. In the pediatric course, NURS 417, students have experiences in acute care pediatric units, day care facilities, and schools. Clinical agencies selected for use by the program include acute care facilities with general and specialty units, outpatient clinics, community health centers, public health departments, schools, home healthcare agencies, nursing homes, and other community-based settings. Active teachinglearning strategies used in clinical learning environments include pre- and post-conferences, selfreflection, self-evaluation, discussions, concept mapping, role modeling, and clinical assignments. Use of simulation labs facilitate student acquisition of basic through advanced psychomotor skills prior to application in the clinical environment. Learning, using simulation scenarios in a safe, risk-free environment, allows students to try, fail, explore, and grow in their mastery of specific therapeutic nursing interventions. Skills ranging from blood pressure 54

55 assessment (NURS 313, Health Assessment) to code management (NURS 428, Health Care of the Adult with Complex Problems) are taught using low- to high-fidelity manikins. Specific scenarios are developed to assist students in mastering critical tasks, team work, communication, patient and staff safety, and delegation skills and are consistent for specific course outcomes, building from basic to advanced skills. For example, students in NURS 315, Introduction to Healthcare are taught patient transfers, basic hygiene, and a five-minute post-op assessment. Students in NURS 318, Health Care of the Adult I, respond to a scenario involving a patient experiencing a blood transfusion reaction. Whereas, in NURS 421, Health Care of Women, students respond to simulation scenarios involving complications during delivery, such as shoulder dystocia, umbilical cord prolapse, and post-partum hemorrhage. Simulation technology provides the perfect opportunity for nursing students to gain experience providing care and responding to emergency situations while developing self-confidence in their clinical judgment and provision of patient-centered care in a safe and controlled environment without adversely affecting live patients. Active teaching-learning strategies used in simulation labs include lab practice, role modeling, group discussions, simulation scenarios, reflection, and competency evaluation. Open lab hours are held each week by the simulation lab coordinator to facilitate psychomotor skill practice, critical-thinking and decision-making skills, and for remediation activities. A variety of community engagement experiences are available to the nursing students including health fairs, research conference poster presentations, disaster drill participation, and immunization clinics. For example, NURS 417 students participate in the children s health fair held each spring at the local mall. Students in NURS 413, Community health clinical, conducted a comprehensive community assessment of Berkeley County in the spring of 2010 and presented the results at a community forum. The community assessment was conducted in response to a request from the local health department and community health clinic. Additionally, students in NURS 413 participate in community disaster preparedness drills, and had the opportunity to plan, implement, and evaluate a large mass casualty, multi-agency disaster simulation exercise in the fall In response to the N1H1 pandemic in the fall 2010, the majority of nursing faculty and students participated in local immunization clinics held at schools, churches, and other community agencies. Responding to a hepatitis B outbreak, many nursing faculty members and students assisted with a mass screening event held in Berkeley County during June

56 All courses are designed as competency-based courses, with students provided ongoing formative and summative feedback throughout the semester. Students are encouraged to meet with faculty to discuss their didactic and clinical performance. Students not attaining a 78% didactic course average at midterm are expected to make an appointment with the course professor to discuss a plan for academic success. Students are provided written formative midterm and summative final clinical evaluations and plans are developed to address any areas of concern. Each course is evaluated using the University- or a department-developed survey each semester. All courses, except the R.N.-to-B.S.N. transition course, NURS 410, are taught each fall and spring semester. The evaluation process enhances honest accounts of the students experiences by use of anonymous surveys that are aggregated by the Department administrative assistant. The faculty receives reports about the course after student grades are posted. In addition, the student evaluates the clinical instructor, theory instructor, and clinical agency on Department- developed evaluation tools. The Department also follows the University policy regarding evaluation of course professors. Faculty uses the aggregate reports to produce a written course summary each time the course is taught. The faculty evaluation includes information on the title of the course, textbooks used, clinical agencies, clinical instructors/nurse educators, and program outcomes (communication, clinical judgment, and patient-centered care). Faculty members consider student performance outcomes (grades, ATI standardized testing results) as well as the manner in which the course fits into the overall curriculum. Course summaries include course strengths, opportunities for improvement, and recommendations for change. Changes, additions, and deletions are discussed in the curriculum meeting with substantive recommendations brought to the Department meeting for faculty approval. This ensures a cohesive and coherent curriculum. For example, NURS 422 faculty proposed a change in the course textbook beginning in the spring The Curriculum Committee reviewed the request and recommended that the faculty adopt the new course textbook, which was approved. The Curriculum Committee reviews all course summaries each semester and provides a report to the faculty at Department meetings. Program outcomes are also evaluated through use of online alumni program satisfaction surveys and community of interest focus groups as described in Standard IV. 56

57 Data from clinical agencies are used to discuss strengths and identify areas for improvements with clinical practice partners so that changes can be implemented. A variety of teaching-learning activities and environments are used to support the achievement of expected student outcomes and program goals. III-E. The curriculum and teaching-learning practices consider the needs and expectations of the identified community of interest. Elaboration: Teaching-learning practices are appropriate to the student population and build on prior learning. Teaching-learning practices consider the needs of the programidentified community of interest (e.g., use of distance technology, simulation, adult learner needs, second language students). Program Response: Our community of interest includes students, faculty and staff, prospective students, alumni, advisory council, clinical agencies, and accrediting and regulatory boards as described in Standard I. All curricular changes are made on formal (e.g., student course evaluations) and informal feedback from the community of interest. The curriculum is designed to address the primary, secondary, and tertiary health care needs of a diverse population with emphasis placed on the rural populations and vulnerable groups within WV. Students The DNE is committed to receiving and incorporating feedback from students about the curriculum and their teaching and learning experiences. Students provide input into curricular change through course evaluations and as student class representatives (junior first semester, junior second semester, senior first semester, senior second semester, and R.N.-to-B.S.N.) to all faculty meetings (department, curriculum, evaluation, and student affairs), except for faculty executive sessions. Student representative input at the meetings is open, honest, direct, and welcome and provides ongoing feedback regarding any possible issues and opportunities for improvement. Participation in the meetings also offers them opportunities to develop leadership skills and provides faculty opportunities to model professionalism. For example, in response to student concerns regarding FACS 318, Nutrition, the faculty worked with the Department of Business Administration and Family and Consumer Science to develop a new course FACS 328, Nutrition and Diet Therapy, which focuses on the application of nutrition principles to disease processes. As the course was being developed, the Curriculum Committee (both faculty and students) met with the course professor to discuss the course 57

58 objectives and content. The course was initially offered in the fall 2009 semester, with excellent student feedback. Academic Support Services offer a Writing Center, tutoring services, and other support resources to our students as described in Standard II. Students are encouraged to form study groups and take a proactive approach to learning. They are encouraged to meet with faculty to discuss course material or schedule additional practice time in the simulation labs. Students with documented learning disabilities may request assistance from the Office of Disability Support Services. Faculty Faculty members are not only members of the community of interest; they are decision makers and implementers of the curricular change, as well as being responsible for maintaining the integrity of the curriculum. Faculty members use their expertise to assure that teachinglearning strategies are appropriate to the student population and build on prior learning. Recognizing that most of our nursing students are from the millennial generation, faculty members have participated in workshops that discuss differing needs of these students. Faculty members hold positions on numerous community/professional advisory boards, such as boards of directors of Shenandoah Valley Medical System, Panhandle Home Health, and the Eastern Panhandle Free Clinic; board member for the Maryland Nurses Association; steering committee for the Eastern Panhandle Medical Reserve Corp; and board member for the tri-state critical care nurses association. Serving as members of community/professional advisory boards provide faculty with insight into the challenges faced by healthcare organizations in providing safe, reliable, quality healthcare to patients. Alumni The needs of the alumni are collected via formal program evaluation (e.g. online survey implemented May 2010) and utilized to evaluate program effectiveness and make improvements in the program where necessary as described in Standard IV. For example, during the fall 2007 faculty conducted a focus group of alumni, who verbalized concern that they could pass the course drug calculation exams with an 80% average, despite the recent Institute of Medicine Reports describing the overwhelming number of medication errors occurring in healthcare. Alumni recommended that students be required to obtain a 100% on each exam in order to participate in clinical learning activities and that they be allowed two attempts to successfully 58

59 complete the exam. After review of the Drug Calculation Policy, the policy was revised to incorporate their suggestions. Alumni also serve as members of the Advisory Council. Advisory Council The Advisory Council includes local leaders in healthcare, business, nursing education programs, alumni, and members of the surrounding community. The Council meets twice per year to discuss current issues and trends in healthcare and the role of the nursing program in addressing the healthcare needs of our community of interest. Input from the Advisory Council is considered in curriculum planning and teaching-learning strategies. Minutes from the meetings may be found in Resource Room. Clinical Agencies Frequent interactions between the University and hospital communities has led to the donation of equipment, such as an IV pump, sterile supplies, IV poles, baby warmer, and enhanced 48-hour clinical learning activities in critical care specialty units, such as cardiovascular, pulmonary, coronary care, and medical ICUs and cardiac cath labs. Other hospitals offer externships as well, and students are notified of externships through class announcements, postings on Sakai, and bulletin boards. Feedback from students indicates that externships provide excellent learning opportunities and enhance their communication, clinical judgment, and patient-centered skills. Many students elect to continue working part-time at the hospital where they were employed for their externship. The hospital has benefitted from recruiting summer externs whom they deem ready for employment as R.N.s. During the past three years, four Shepherd nursing students have been selected to participate in the prestigious VALOR program at the Martinsburg Veterans Affairs Medical Center in Martinsburg, WV. Other nursing students have obtained competitive prestigious externships at large teaching hospitals in the Washington, D.C.-Baltimore metropolitan area. Additionally, clinical agencies have established scholarships for nursing students, such as Hospice of the Panhandle. The clinical lab coordinator works closely with the clinical agencies to maintain and identify potential clinical sites that will assist students to obtain the clinical competencies. Members of Professional and Community Groups The DNE receives input informally from a variety of professional and community groups on the local, state, national, and international level. Locally, the DNE works closely with the Martinsburg Veterans Affairs Medical Center to co-sponsor a nursing research conference. 59

60 Students in NURS 411, Community Health, present evidence-based posters and podium presentations at the conference and faculty have given podium presentations. A nursing student scholarship is also presented at this conference. Students in NURS 434, Management and Issues, tour the American Nurses Association and have the opportunity to meet with nursing leaders to discuss current and future healthcare and nursing issues and political activism. Nationally, the AACN s Essentials for Baccalaureate Nursing Education and nationally recognized standards provided guidance for our curriculum revision process. University The DNE participates in the ongoing University assessment process, which is described in Standard IV. When revising the curriculum, the DNE incorporated the University s strategic plan goal of reducing the total credit hours required for graduation into its curriculum. III-F. Individual student performance is evaluated by the faculty and reflects achievement of expected individual student learning outcomes. Evaluation policies and procedures for individual student performance are defined and consistently applied. Elaboration: Evaluation of student performance is consistent with expected individual student learning outcomes. Grading criteria are clearly defined for each course, communicated to students, and applied consistently. There are processes by which the evaluation of individual student performance is communicated to students. Student performance is evaluated by faculty. In instances where preceptors facilitate students clinical learning experiences, faculty may seek input from preceptors regarding student performance, but ultimately faculty are responsible for evaluation of individual student learning outcomes. The requirement for evaluation of student clinical performance by qualified faculty applies to all students, including those enrolled in post-master s DNP programs. CCNE recognizes that faculty evaluation of student clinical performance may be accomplished through a variety of mechanisms. Program Response: Evaluation of course objectives and student outcomes is completed in a fair and equitable manner. Faculty uses a variety of assessment strategies to evaluate student performance at the course level and at program completion for achievement of course objectives and competencies. Each course syllabus identifies specific course objectives and competencies to be mastered for successful completion of the course and the criteria used to evaluate course performance. Course syllabi are accessible to students on Sakai, are reviewed the first week of class with students, and will be available on site for review. Examples of methods used to evaluate student learning include exams, quizzes, group work, presentations, concept maps, papers, and demonstration skills. For example, NURS 313 (Health Assessment) requires students to conduct a focused 60

61 physical assessment based on patient scenario; NURS 411 (Community Health Nursing) requires students to develop and submit a personal and professional disaster preparedness plan; NURS 324 (Nursing Research) requires students to submit a critique of a research article; and NURS 434 (Management and Issues in Health Care) requires students to develop a legislative issue fact sheet and discuss it with members of congress on Capitol Hill. To ensure consistency among courses, all courses utilize a format for syllabi which includes: course description, course objectives, faculty contact information, course competencies (current curriculum) or intended students outcomes (revised curriculum), methods of instruction, methods of evaluation and contribution of each component to the course grade, grading scale, attendance policy, progression policy, academic dishonesty, cancellation of class, student handbook, evaluations by student, required and recommended textbooks, topical outline, and course schedule. The Department grading policy is listed in each course syllabus and in the DNE Student Handbook. Didactic Courses The course grading scale is consistent in all nursing courses and included in the course syllabi and the DNE Student Handbook. Each course requires that the student achieve a 78% average in order to receive a passing grade. Faculty members have established office hours and maintain an open door policy. They meet with any student who wishes to discuss course grades or review exams throughout the semester. Often faculty conducts optional study sessions or meets one-on-one with students requiring additional assistance. If students do not have a passing grade at midterm, they are expected to make an appointment with the course professor to discuss a plan for academic success, which includes determining any contributing factors and to provide recourses, guidance, and mentoring to assist the student in achieving the course objectives and competencies. Students grades are entered into a computer database maintained by the Registrar s Office and are accessible online via Remote Access Information Line (RAIL) to that student and his or her instructors, and academic advisor. The RAIL system is protected by secure network systems and further protected by use of individual student and faculty passwords. Faculty members can access limited information about their academic advisees and students in their classes via RAIL. Academic advisors receive copies of midterm and final grade transcripts for their advisees each semester, which are kept in locked files. Midterm grades are reviewed with 61

62 advisees during academic advisement and guidance is provided to each student. Standardized Testing An online standardized testing service, Assessment Technologies Institute (ATI), is integrated throughout the curriculum. Content mastery tests are used to assess student progress through the curriculum and to assist students preparing for NCLEX-RN computer based testing. In addition, analysis of ATI results has been used to evaluate components of the curriculum. Initially, many students did not prepare for or take the ATI exams seriously. Faculty noted that many students would complete the proctored exams quickly and students stated that the tests were not helpful. Students indicated that they took the exam because it was required, but had not taken it seriously since it had no bearing on their course grade. Faculty also noted that results from the R.N. Comprehensive Predictor provided little guidance for student remediation. In response to these concerns, students began earning points for standardized testing results based on the student s proficiency level attained on the exam and for completion of select nonproctored exams beginning in the fall If a student does not achieve a proficiency level of 2 or higher on proctored exams, the student must complete remediation activities specified by the course professor prior to the first day of final exams. Failure of the student to complete the remediation activities will result in a grade of incomplete until the activities have been completed. Since changing the policy regarding ATI testing, students have verbalized the benefits of ATI testing and have identified plans for remediation. Faculty have seen students using the ATI modules for review and noted an improvement in testing scores, which has provided more reliable data for course revision and curriculum evaluation. Additionally, representatives from ATI have met with the first semester juniors and last semester seniors to explain how to better utilize ATI. Beginning in the fall 2010, ATI representatives will meet with each class to discuss how students can better utilize ATI and prepare for NCELX-RN success. Tables 3.5 outlines how ATI proctored exams are incorporated into the current curriculum and Table 3.6 the new curriculum. Table 3.5 Proctored ATI Exam Schedule in Current Curriculum Course ATI Exam After admission to the nursing program and before TEAS enrollment in NURS 311 NURS 311: Nursing I Introduction to Health Care Critical Thinking Assessment: Entrance 62

63 NURS 320: Nursing III Psychiatric/Mental Health Care NURS 326: Essentials of Clinical Pharmacology/Pathophysiology in Nursing NURS 411: Nursing IV Community Health Care NURS 415: Nursing V Health Care of Children and Families NURS 419: Nursing VI Health Care of Women NURS 422: Nursing VII Health Care of the Adult: Gerontology Focus NURS 434: Management and Issues in Health Care Self Assessment R.N. Fundamentals R.N. Mental Health R.N. Pharmacology R.N. Community Health R.N. Nursing Care of Children R.N. Maternal Newborn R.N. Adult Medical-Surgical R.N. Leadership NURS 436: Senior Capstone Seminar R.N. Comprehensive Predictor Critical Thinking Assessment: Exit Table 3.6 Proctored ATI Exams Incorporated into Curriculum Implemented January 2011 Course ATI Exam After admission to the nursing program and before TEAS enrollment in NURS 330 NURS 330: Patient-centered Care: Foundations of Critical Thinking Assessment: Entrance Nursing Self Assessment R.N. Fundamentals NURS 334: Pharmacotherapeutics R.N. Pharmacology NURS 340: Patient-centered Care: Behavioral R.N. Mental Health Health NURS 343: Leadership R.N. Leadership NURS 430: Patient-centered Care: Children and R.N. Nursing Care of Children Families NURS 432: Patient-centered Care: Adult Health II R.N. Adult Medical-Surgical NURS 438: Patient-centered Care: Childbearing R.N. Maternal Newborn Family 63

64 Course NURS 442: Patient-centered Care: Population Health NURS 445: NCLEX-R.N. Preparation ATI Exam R.N. Community Health R.N. Comprehensive Predictor Critical Thinking Assessment: Exit The ATI R.N. Comprehensive Predictor is used during the student s final semester, NURS 436 (old curriculum) and NURS 445 (new curriculum), to assess general readiness for NCLEX-RN. Students are required to achieve a score indicating a 90% predictability of passing NCLEX on the first attempt. In addition to proctored exams, many courses require students to complete assigned nonproctored exams, attain 100% on the exam, and turn a printout of the results to the course professor as a course assignment, with each student awarded course points. For example, students in NURS 426, Nursing VIII: Health Care of the Adult with Complex Problems, are not required to complete a proctored ATI exam. However, students are required to complete three non-proctored system exams based on course content. ATI has recently added the ability for faculty to create computerized tests for all courses, using their test bank or faculty created exams. In spring 2010, faculty in NURS 426 pilot tested a computerized proctored exam using the ATI test bank and student feedback was positive. Faculty who do not have standardized ATI proctored exams for their courses plan are considering developing proctored exams for their courses using the ATI test bank. Clinical Courses Clinical courses in the current curriculum are separate from didactic course with grades of A, B, C, D, F given based on student attainment of the course expected student outcomes. The revised curriculum incorporates both didactic and clinical components, with the clinical graded on pass/fail basis. Formative evaluations are conducted at mid-semester and on a weekly basis as needed; summative evaluations occur at the end of the clinical rotation. The clinical evaluation forms are consistent throughout the program and are based on course outcomes. Evaluation data may include concept maps, nursing process reports, student presentations, faculty observations, feedback from staff, and participation in pre/post conferences, competency skill evaluation, and completion of computer-aided instructions (e.g., Potter and Perry On-line Skill Modules). 64

65 Students and faculty meet at midterm to review the formative evaluation and at the end of the semester for a summative evaluation. Students are asked to sign that they have read the clinical evaluation. Any student who attains a rating of minimally acceptable level of performance on any competency, either during the formative or summative evaluation, is required to develop a plan of remediation with their professor and implement the plan. A student who attains a rating of unacceptable performance on any competency at the end of the semester will be given a grade of F for the course and must meet with the course professor to develop and implement a plan of action to address the concerns prior to retaking the course. Clinical evaluations are placed in the student s official file kept in the DNE office. Prior to participation in clinical learning activities all second, third, and fourth students must earn a score of 100% on a department-developed 10-item drug calculation exam. This policy was revised beginning in the fall 2009 so that students would take one exam for each level of courses that they were enrolled in instead of an exam for each clinical course, except for NURS 322 and 413. The policy revision as based on student input and faculty observed highstudent anxiety levels regarding the need to take and achieve a score of 100% on multiple exams. Student feedback has been positive regarding this policy change. Students complete the exam the first week of class. A student who does not achieve a score of 100% will be permitted to take a second test on the same content. The retests must be taken within the University add/drop period. Because students are not permitted to participate in clinical learning activities if they cannot demonstrate drug calculation competency, students who fail the second test, must withdraw from the appropriate courses. III-G. Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement. Elaboration: Faculty use data from faculty and student evaluation of teaching-learning practices to inform decisions that facilitate the achievement of individual student learning outcomes. Such evaluation activities may be formal or informal, formative or summative. Curriculum is regularly evaluated by faculty and other communities of interest as appropriate. Data from the evaluation of curriculum and teaching-learning practices are used to foster program improvement. Program Response: Curriculum, clinical experiences, and teaching-learning practices are evaluated by faculty and students for each course to foster ongoing improvement in courses and support achievement 65

66 of student learning outcome. Student feedback is sought through participation in faculty meetings (curriculum, department, evaluation, and student affairs) and on standardized course evaluations (Evaluation of Theory/Teaching Course, Clinical Instructor Evaluation, and Student Evaluation of Clinical Agency). Individual faculty also seek feedback from students during courses, modifying and adapting them as they are being taught to better support student learning. Faculty complete course evaluations, which include input from student evaluations and aggregate data on program-expected student outcomes of communication, critical thinking/clinical judgment, and nursing interventions/patient-centered care at the end of each course. The curriculum committee reviews each course evaluation and makes recommendations for changes to the Department. The Department also participates in the University assessment process as described in Standard IV. For example, faculty noted that some students were repeating courses multiple times prior to successfully completing the course. A review of NCLEX-rn pass rates revealed that many of these students were unsuccessful on their first attempt. Faculty reviewed the Department Progression Policy, which stated that students had five years from the time they were admitted to the program in which to complete it. Since the Department offers each nursing course, except NURS 410, every semester, students were able to repeat multiple courses multiple times. As a result of the quality improvement process, the Department revised the policy with implementation for students admitted to the program in the fall The policy states that All nursing program requirements for the B.S.N. degree must be met within three years of completing the first upper-division nursing course. Students have three years from the time they were admitted to the nursing program in which to complete the course work. Additionally, effective with students admitted to the program in January 2009, students may repeat nursing courses in which they withdraw from or earn a grade less than C only once. A student may repeat only two nursing courses before dismissal from the program. The curriculum, teaching-learning practices, and environments are evaluated according to the Department evaluation plan (Standard IV) with results used to foster program improvement. 66

67 Summary of Assessment Strengths 1. State-of-the-art high-tech 37,000 gross square foot nursing building. 2. The curriculum and teaching-learning practices are designed to reflect professional nursing standards and expected student outcomes and are congruent with the University and Department vision, mission, and core values. 3. The curriculum is driven in response to our community of interest. 4. The methods and processes of evaluation of expected student outcomes are consistently communicated and applied to students. 5. The student s evaluation of the curriculum is valued and encouraged. 6. Simulation technology is an integral part of the curriculum. 7. The care of rural and vulnerable populations is valued, incorporated, and supported by the program. Areas for Continuous Improvement 1. There is significant competition with other academic programs for clinical placement. 2. Based on the community of interest, there is an opportunity for the Department to develop accelerated or hybrid options for L.P.N. and second degree students and for the development of graduate program. 3. The implementation and evaluation of the new curriculum is ongoing. Action Plan 1. Identify creative opportunities for clinical placement activities including the use of simulation and partnering with our community of interest. 2. Develop additional programs to meet the needs of our community of interest. 3. Continue to monitor the quality and ensure achievement of individual learning expected student outcomes. 67

68 STANDARD IV PROGRAM EFFECTIVENESS: AGGREGATE STUDENT AND FACULTY OUTCOMES The program is effective in fulfilling its mission, goals, and expected aggregate student and faculty outcomes. Actual aggregate student outcomes are consistent with the mission, goals, and expected student outcomes. Actual alumni satisfaction data and the accomplishments of graduates of the program attest to the effectiveness of the program. Actual aggregate faculty outcomes are consistent with the mission, goals, and expected faculty outcomes. Data on program effectiveness are used to foster ongoing program improvement. IV-A. Surveys and other data sources are used to collect information about student, alumni, and employer satisfaction and demonstrated achievements of graduates. Collected data include, but are not limited to, graduation rates, NCLEX-RN pass rates, certification examination pass rates, and employment rates, as appropriate. Elaboration: Processes are in place for regular collection of aggregate student outcome data. For entry-level programs, the program indicates whether NCLEX-RN pass rate data represent first-time takers and/or repeat takers. The program is expected to demonstrate how R.N.-to-baccalaureate program graduates as well as pre-licensure graduates achieve the expected outcomes of the baccalaureate program. Certification pass rates are obtained and reported for those graduates taking each examination, even when national certification is not required to practice in a particular state. Program evaluation data are collected on a regular basis. For each degree program, the program calculates graduation rates (number of students completing a program divided by number of students entering a program). The program specifies the entry point and the time frame used in the calculation of graduation rates. Individual programs may collect additional aggregate outcome data related to other aspects of their mission, goals, and expected student outcomes (e.g., enrollment in further graduate education). Program Response: The Department of Nursing Education (DNE) performs on-going collection of outcome data to foster program improvement. Annual outcome data collected to track the effectiveness of the B.S.N. program include student satisfaction, alumni satisfaction, employer satisfaction, graduation rate, NCLEX-RN pass rate, and employment rates. Results of expected student outcome data is reviewed by the Evaluation Committee and the Curriculum Committee, who determine appropriate actions to be taken. Results of outcome data are also shared at the faculty meetings. A copy of the DNE assessment plan is available in the evidence room for review. Student Satisfaction Student satisfaction is measured through a graduate R.N. panel discussion. Every semester, all graduates from the previous semester are invited to be part of a panel discussion for the graduating seniors as part of NURS 436, Senior Capstone Seminar. Historically, approximately 68

69 20% of the previous graduating class, four to five graduates, return to campus to share their insights regarding taking the NCLEX-RN exam. Some of the alumni serving as a member of the R.N. panel were not successful on their first attempt at the NCLEX-RN exam and all panel members freely share their experiences and stories with the graduating seniors. The R.N. panel members discuss their preparation for the exam and make recommendations to the class. They also discuss testing site locations, parking, testing logistics, and the importance of remaining calm and confident in one s abilities to be successful on the exam. Members of the R.N. panel also share their stories regarding transition from the role of a student nurse to that of a registered nurse. Graduates are able to relate to these stories and experiences since they are coming from their peers, individuals that were in their shoes just a few months ago. Along with the sharing of information, the R.N. Panel members are asked to respond to the following three areas: Preparation for the licensing exam Preparation for the transition from student to nurse generalist Preparation for marketability in a rapidly changing health care environment In fall 2010, the DNE piloted an end of program student satisfaction survey, the Nursing Student Satisfaction Survey (NSSS) 2009 version, distributed by Sigma Theta Tau International Nursing Honor Society. The NSSS consists of 30 statements that are designed to measure the extent to which nursing students are satisfied with nursing curriculum, teaching methodologies, professional social interaction, and the learning environment provided by the program. Students are asked to respond to each statement using a six-point Likert scale ranging from one (not satisfied at all) to six (very satisfied). The NSSS was sent to graduating students by and they were also provided a hard copy of the survey to complete. Graduating seniors were asked to return the survey to the DNE administrative assistant during the week between final exams and graduation. The DNE administrative assistant compiled results of the survey. Alumni Satisfaction In April 2010, the DNE piloted an online survey to collect alumni data. The Evaluation Committee, including both faculty and students, and the SU Alumni Office developed the survey with input from the nursing faculty and Department meeting student representatives. The Alumni Office placed the survey on its website ( it consisted of 15 questions with point and click answers. Postcards were mailed to 181 nursing 69

70 alumni inviting them to go on-line to Shep Connect, an online news site for alumni, and complete the nursing alumni survey. The Alumni Office provided aggregate results of the survey to the Evaluation Committee, which shared the results at the DNE faculty meeting. The DNE is the first department to use Shep Connect as a way of collecting alumni data. The University has recognized that on-going collection of alumni satisfaction has been difficult. The Alumni Office reports that returned surveys for all departments has decreased to less than 15% since 1980; whereas the response rate in the 1960s through mid 1970s was 75%. Employer Satisfaction Employer satisfaction is collected through a bi-annual focus group of potential employers within the region. This is accomplished as part of an Advisory Council meeting whose members are representative of our community of interest. In the past, we used a mailed survey to employers; however, we received a low return rate. Use of a focus group format has provided us with open and direct communication regarding aggregate student outcomes. Employers are asked to rate communication, clinical judgment, and patient centered care skills of Shepherd graduates in their agencies and compare our graduates with that of other programs. Employers are also asked to share with us new policies, procedures, and changes in practice so that we can prepare our graduates for the rapidly changing healthcare environment. Graduation Rates The graduation rate is calculated annually by the Chair, DNE. The graduation rate is calculated by dividing the number of students who earn a B.S.N. degree within six semesters, three years, of admission to the nursing program. Graduation rate is defined as the number of students completing the B.S.N. Program in three years. NCLEX-RN Pass Rates The NCLEX-RN pass rate represents first-time test takers who took the exam in a given year, regardless of their graduation date as reported by the National Council of State Boards of Nursing. The data are compared to state and national trends. The WV Board of Examiners for Registered Professional Nurses (WVBOERN) requires nursing programs to have a first-time NCLEX-RN pass rate of 80%. ( If 70

71 the pass rate is not achieved, the WVBOERN requires submission of a written plan for improvement. Employment Rates Employment rates are measured six-months following graduation for those graduates who have passed the NCLEX-RN exam and actively sought employment. Results are self reported as students communicate with faculty regarding their employment status and shared by faculty at the faculty meetings. The DNE participates in the University assessment plan which reports measurement of intended student outcomes (ISOs) each academic year. For the past three years, the DNE s plan and report have been cited by the University as exemplary. Copies of the University assessment plan and reports will be available for review in the evidence room. IV-B. Aggregate student outcome data are analyzed and compared with expected student outcomes. Elaboration: Actual student outcomes data are analyzed in relation to expected student outcomes to identify areas of discrepancies. Discrepancies may indicate areas for program improvement. Program Response: Student outcome data is analyzed by the Evaluation Committee and reported to the Curriculum Committee and at the faculty meeting. Student Satisfaction R.N. Panel - Our expected student outcome is for 80% of the R.N. Panel presenters to indicate that the nursing program prepared them for NCLEX-RN success, provided them with the knowledge and skills to make them marketable in the healthcare environment, and prepared them for the transition to practice. For the past three years, 100% of alumni participating in the R.N. Panel discussion for the Capstone course have stated that the nursing program prepared them for the NCELX-RN exam, prepared them for the transition into practice, and provided them with the knowledge and skills to make them marketable in a rapidly changing healthcare environment. Students reported obtaining jobs in a variety of healthcare agencies in the tri-state area, along with positions at large teaching universities throughout the United States and Washington, D.C. Several graduates have been inducted into the U.S. military. The honesty and 71

72 forthrightness of the R.N. Panel is extraordinary, with many indicating that it is their responsibility to share their experiences with the graduating seniors so that they can be successful on the NCLEX-RN exam and in their nursing careers. NSSS Pilot test results of the NSSS survey for the December 2010 graduating class indicated that 100% of the students were satisfied with the nursing curriculum, teaching methodologies, professional social interaction, and learning environment of the SU B.S.N. program. The mean rating for the last question, which states My overall satisfaction with the Department of Nursing at my school is: was 5.67 out of a maximum of six. All students rated the program at a level 4 (somewhat satisfied) or higher. Results of the NSSS will be available for review in the Evidence Room. One student wrote, This is a wonderful program. I will miss each and every professor. Another noted, Keep up the great work! Alumni Satisfaction In April 2010, the DNE pilot tested an online survey of alumni program satisfaction with an expected student outcome of 80% of survey respondents rating their overall satisfaction with the nursing program as satisfactory or higher. All (100%) of the survey respondents rated the nursing program as excellent. Employer Satisfaction As part of the bi-annual Advisory Council focus group of employers, employers are asked to identify their overall satisfaction with our graduates level of preparation, knowledge, and skills. One hundred percent (100%) of focus group employers rated our graduates level of preparation, knowledge, and skills as satisfactory to excellent, with an expected outcome of 80%. Employers are also asked to identify how our graduates are able to communicate, use clinical judgment (formally critical thinking), and implement patient-centered care (formally therapeutic nursing interventions). One hundred percent (100%) of employers over the past three years have rated the SU graduates communication skills, clinical judgment skills, and provision of patientcentered care as satisfactory to excellent, with an expected outcome of 80%. Opportunities for improvement of our graduate skills were mentioned, however the focus group members emphasized that these were issues for all new graduates and not just graduates from SU. For example in the spring, 2008, focus group members noted that nursing graduates were weak in the area of conflict resolution and negotiation. They also noted that SU graduates had excellent 72

73 communication skills (verbal, written, and electronic) and were confident in the skill performance, well organized, and goal oriented. Whereas, in the fall 2009, the focus group stated that it was important for schools of nursing to focus on the development of a graduate s critical thinking and assessment skills, with less emphasis placed on teaching skills such as starting IVs. Employers are asked to compare our graduates with graduates of other programs during the focus group. One hundred percent (100%) of focus group employers reported that they would prefer to hire Shepherd graduates over graduates from other programs in the tri-state area. Focus group members were also asked to share with the DNE new policies, procedures, and changes in practice. For example, in the fall 2010, focus group members reported that there has been a significant change in the standard of care for wound management, moving from wetto-dry type dressings to the use of wound VACs, wound bundles, and the maintenance of wound moisture balance. The focus group recommended that we incorporate the new treatment guidelines into the curriculum. Graduation Rates The graduation rates are calculated annually by the Chair, DNE. Beginning with the academic year the DNE changed the degree completion time from five years to three years in response to the rapidly changing health care environment and the need for graduates to have current knowledge and skills. The expected student outcome is 100%. Table 4.1: Graduation Rates Academic Year Expected Student Outcome Graduation Rate Complete program in 5 years (100%) 100% Complete Program in 3 years (100%) 100% Complete Program in 3 years (100%) 100% NCLEX-RN Pass Rates The NCLEX-RN pass rates represent first-time test takers who took the exam in a given year, regardless of their graduation date. Our expected student outcome as mandated by the WV Board of Examiners for Registered Professional Nurses is 80%. Table 4.2 outlines the NCLEX- RN pass rate. 73

74 Table 4.2: NCLEX-RN Pass Rate Year Expected Student Outcome Shepherd NCLEX Pass Rate WV RN Pass rate National Pass rate % 93.3% 80.2% 85.5% % 78.4% 85.3% 86.7% % 84.4% 81.9% 87.4% Employment Rates Employment rates are defined as the number of graduates who are employed as a R.N. within six-months of graduation. Employment rates are measured six-months following graduation for those graduates who have passed the NCLEX-RN exam and actively sought employment. Results are self reported as students communicate with faculty by phone, , or other means regarding their employment status. The expected outcome is 90%. During the academic year more than 50% of the program graduates had secured a R.N. position prior to graduation, with all graduates having obtained a R.N.position within three months following graduation. As a result of changes in the United States economy and healthcare cost containment, the majority of the graduates for the past two years have needed to pass the NCLEX-RN exam prior to being hired by healthcare agencies. The majority of graduates have been able to obtain a R.N. position within six months of graduation as shown in Table 4.3. Table 4.3 Employment Rates Academic Employment Rate Employment Rate Year Expected Outcome Shepherd Graduates % 100% % 100% % 96% 74

75 IV-C. Aggregate student outcome data provide evidence of the program s effectiveness in achieving its mission, goals, and expected outcomes. Elaboration: The program reports aggregate data related to its expected outcomes. Reported data include student, alumni, and employer satisfaction; graduation rates; NCLEX-RN pass rates; certification examination pass rates; employment rates; as well as data related to other program-identified expected outcomes. Program Response: Aggregate student outcome data demonstrate the program s achievement of its mission, goals, and expected student outcomes. Student Satisfaction All R.N. Panel discussion participants, 100%, stated that the B.S.N. program prepared them for: 1) the NCLEX-RN exam, 2) the transition to practice, and 3) to be marketable in a rapidly changing healthcare environment. Our expected outcome of 80% was met. The DNE pilot tested the NSSS with graduating seniors in the fall 2010 and plans to administer the exam to the spring 2011 graduates. The DNE did not set a benchmark outcome for the NSSS since it is being administered as a pilot test this academic year. The fall 2010 graduates rated their satisfaction with the nursing program as 5.67 out of 6. The DNE is pilot testing the NSSS this academic year. Following the pilot test expected outcomes will be set. Alumni Satisfaction One hundred percent (100%) of alumni responding to the survey rated their satisfaction with the nursing program as satisfactory or higher, which met our outcome of 80%. Employer Satisfaction For each of the past three years, 100% of employers reported that SU graduates verbally rated our graduates level of preparation, knowledge, and skills as satisfactory to excellent. Additionally, 100% of employers over the past three years have rated the SU graduates communication skills, clinical judgment skills, and provision of patient-centered care as satisfactory to excellent. One hundred percent (100%) of focus group employers reported that they would prefer to hire Shepherd graduates over graduates from other programs in the tri-state area. The DNE expected outcome of 80% was met. 75

76 Graduation Rates Aggregate data trends reveal that 100% of nursing students complete the B.S.N. program within five years (academic year ) or three years (academic years and ). The DNE expected outcome of 100% was met. NCLEX-RN Pass Rate The DNE met the NCLEX-RN pass rate expected outcome of 80% for two of the past three years. The pass rate for the year 2009 was 78.4%, which did not meet the expected outcome. Employment Rate Aggregate student outcome data trends reveal that graduates are employed within sixmonths of graduation. The expected outcome of 90% was met. IV-D. Aggregate student outcome data are used, as appropriate, to foster ongoing program improvement. Elaboration: The program demonstrates use of aggregate student outcome data for program improvement when actual outcomes are not consistent with expected outcomes. Adjustments to foster ongoing program improvement are deliberate and congruent with the mission, goals, and expected student outcomes. Program Response: The program utilizes aggregate student outcome data to improve the nursing program. Student Satisfaction Recent graduates participating in the R.N. Panel discussion have consistently reported that the B.S.N. program prepared them for the NCELX-RN exam, the transition to practice, and provided them the skills to be marketable in a changing healthcare environment. R.N. panelists that were not successful on their first attempt at the NCLEX-RN exam reported that they had not studied for the NCLEX-RN exam, did not effectively use their Assessment Technology Institute (ATI) resources, were overly stressed and anxious, or had experienced a life-changing event immediately prior to their taking the exam. Examples of life-changing events given by the R.N. panelists included: marriage, birth of a child, relocation, or death of a family member. In order to assist students and graduates to better utilize their ATI resources, a representative from ATI began speaking with all entering and graduating nursing classes. 76

77 Beginning level nursing students verbalized that they became overwhelmed with all of their electronic resources in their first semester and therefore did not utilize ATI to its fullest potential throughout the nursing program. Graduating students were amazed at the services available from ATI that they were not using and frequently stated that they did not realize how to access these services. As a result, beginning in the fall 2010, a representative from ATI meets with all 4 levels of students at the beginning of each semester in order to assist students to better utilize their resources, to answer student questions, and to provide updates on new ATI products or services. Since implementation, students have verbalized an enhanced understanding of how to use ATI and how it can assist them during the nursing program and for NCLEX-RN preparation. During academic year , students ATI proctored exam scores were frequently lower than the national mean. When speaking with students, they stated that ATI was just something faculty required them to do, so they did not take it seriously or prepare for the exams. In addition to having the ATI representative speak with each class, the faculty began assigning course points for practice ATI exams and the proctored exams. Proctored exam points are based on the level the student achieves on the exam, with higher levels earning more points. Students obtaining a Level 1 or below Level 1 are also required to complete remediation activities. Three years ago, students frequently stated that they waited until after graduation to begin studying for the NCELX-RN exam because they were concerned about successfully passing their course work and did not have time to think about studying for NCLEX-RN. As a result, several changes have been implemented in the NURS 436, Senior Capstone Seminar. During the academic year, students in NURS 436 could pass the course without achieving a 90% predictability of passing the NCLEX-RN on the R.N. Comprehensive Predictor Exam. Beginning in the academic year, students are required to obtain a 90% predictability of passing the NCLEX-RN exam on the R.N. Comprehensive Predictor Exam in order to pass the course. To assist students to achieve the necessary benchmark, they take the R.N. Comprehensive Predictor Exam at the beginning of their last semester and develop plans of study to address any areas of concern. In addition, students complete all practice ATI exams and must obtain a minimum of a 90% individual score. The R.N. Comprehensive Predictor Exam is then administered for a second time to students at the end of the semester. Faculty report the results of all proctored ATI exam scores in their course summary and trend data, and revise course content as needed. The Curriculum Committee and Evaluation 77

78 Committee review data trends and make curriculum recommendations to the DNE faculty. For example, results regarding pharmacology were below the national mean on the ATI proctored pharmacology exam and in the pharmacology section of the R.N. Comprehensive Predictor Exam. As part of the curriculum revision process, a new three-credit course in Pharmacotherapeutics, NURS 334, was implemented in the spring All proctored ATI exam scores are reported to the WVBOERN in our annual report which will be available for review in the evidence room. The DNE will continue to pilot the NSSS this academic year with plans to develop benchmarks, and to continue to evaluate and trend data. Alumni Satisfaction The Evaluation Committee will continue to investigate opportunities to obtain alumni satisfaction data in collaboration with the Vice President for Academic Affairs. Employer Satisfaction Aggregate employer satisfaction data reveals that employers are satisfied with SU graduates communication and clinical judgment skills and their ability to provide patientcentered care. Employers report a preference for SU nursing graduates over graduates from other nursing programs in the tri-state area. The employers have identified opportunities for improvement of all nursing graduates, not just graduates from SU nursing program. For example, in employers encouraged faculty to enhance the graduates skills in nurse-physician communication. In response to this concern, NURS 311(Nursing I Introduction to Healthcare) faculty introduced students to SBAR and had them apply the skills to a case study. Faculty in NURS 428 (Nursing VIII Clinical Component) implemented simulation exercises that required students to communicate with physicians and other healthcare practitioners, to report changes in patient condition, and to question physician orders. Additionally, students in NURS 413 (Nursing IV Clinical Component) were provided increased opportunities to communicate with physicians and other healthcare practitioners at health departments, free clinics, and community health centers. In 2009, employers requested that the DNE place emphasize on the students development of clinical judgment (critical thinking) and assessment skills, instead of focusing on advanced skills, such as starting IVs. As a result of this discussion, faculty decided not to incorporate IV start competency skills in the nursing courses, focusing instead on the care and 78

79 maintenance of IVs which is a competency in NURS 318 (Nursing II Clinical Component). In the fall 2010, several clinical agencies encouraged the DNE faculty to incorporate IV competency skills as part of the nursing curriculum. This was implemented in NURS 417 (Nursing V Clinical Component) in the spring 2011 when Valley Health System, Winchester Medical Center, provided a clinical learning opportunity in this area. During the fall 2010, the Advisory Council employer satisfaction focus group, employers shared with DNE changes in wound protocols and standards of care. As a result of the changes in the standards of care, NURS 422 (Nursing VII Clinical Component) added a clinical simulation exercise on wound protocols and wound care competences were added to NURS 331 (Performance Outcome) as part of the new curriculum implemented in the spring Additionally, a faculty member attended a wound management seminar and has shared information on wound management standards with the nursing faculty. Graduation Rates Aggregate student outcome data reveal that the graduation rate for the past three years was 100%, thus meeting our expected outcome. Although, the data did not reveal a concern, the DNE faculty believed that a three-year progression policy will better prepare our students for a rapidly changing health care environment and was therefore implemented in the fall The faculty acknowledges that the results on the ATI Proctored Pharmacology Exam have been consistently below the national mean. Additionally, research has shown a correlation between science grades and pharmacology success. Also, faculty noted that many nursing students have poor math skills, thus making it difficult for them to perform drug calculations and understand basic statistical analysis. Therefore, faculty have revised the program admission criteria to include a minimum grade of C in all science and math courses and requires completion of a statistics course beginning with students admitted to SU in the fall NCLEX-RN Pass Rates Aggregate student outcome data reveal that for two of the past three years, the DNE achieved the expected outcome of a 80% pass rate. The pass rate of 80% was not achieved for the academic year. As a result of the pass rate being less than 80% for that academic year, the DNE was required to submit a plan of action to address improvements to the WVBOERN. Copies of the progress reports will be available for review in the evidence room. 79

80 The DNE has implemented numerous changes aimed at improving the NCEX-RN pass rate. Highlights of these changes include the following: All clinical nurse educators are M.S.N. prepared or working toward their degree have a minimum of two years clinical experience. Curriculum mapping to the 2010 NCLEX-rn test blueprint was completed. Revised the nursing curriculum, which began implementation in the fall 2010 with NURS 310 and will phased-in over four semesters. Highlights of the curricular changes include course work in health promotion, human genetics with ethical applications, health informatics, capstone immersion experience, and incorporation of additional simulationbased learning activities as part of the Performance Outcomes courses (NURS 331, 341, and 431). Requiring students to complete a course in nutrition and diet therapy, instead of a course in nutrition. Changing program admission requirements to include a minimum of a C grade in all science courses, a grade of C in math, and requiring statistics for all students admitted to SU in the fall Revising the DNE Academic Progression Policy so that students may repeat nursing courses in which they withdraw from or earn a grade less than a C only once. A student may repeat only two nursing courses before dismissal from the program. This policy change was effective for students admitted to the program beginning in January Revision of the DNE Degree Completion Policy which requires students to complete the B.S.N. curriculum within three years of admission to the program. Hired a FTE Clinical Skills and Lab Simulation Coordinator Require students to obtain a minimum of a Level 2 or higher on all ATI proctored exams. Students not meeting the benchmark are required to complete remediation activities. Students must attain a 90% predictability of passing NCLEX-rn on the Proctored Comprehensive R.N. Predictor. Additionally, courses have assigned course points for practice ATI exams and proctored exams. Maintained a low faculty-to-student ratio (1:10) in NURS 436, Senior Capstone Seminar, in the current curriculum, which prepares students for the NCLEX-RN exam. 80

81 Employment Rates Aggregate student data indicate that the DNE has met the expected outcome. The DNE recognizes that nursing positions are more difficult to obtain, especially for new graduates during this economic time. In response, NURS 434, Management and Issues in Healthcare, incorporates information on writing resumes and cover letters and interview skills. Additionally, the Career Development Center at SU sponsors a career fair for nursing students each fall, which is attended by a wide variety of healthcare agencies from the tri-state area. IV-E. Aggregate faculty outcomes are consistent with and contribute to achievement of the program s mission, goals, and expected student outcomes. Elaboration: Aggregate faculty outcomes reflect the program s mission, goals, and expected student outcomes. For example, if research is an identified element of the program s mission, faculty research productivity should be assessed as an expected faculty outcome. If research is not part of the identified mission, it would not be expected as a faculty outcome. Evaluation of faculty outcomes is consistent with the institution s and program s definition(s) of faculty role expectations. There is congruence between expectations of the faculty in their roles and evaluation of faculty performance. Program Response: Aggregate faculty outcomes are evaluated in the areas of effective teaching, scholarship, and service. Faculty outcomes are consistent with the University and program mission, goals, and expected student outcomes. The DNE faculty outcomes for effective teaching, scholarship, and service include the use of annual faculty evaluations and merit. Procedures for annual evaluations and merit are described in the SU Faculty Handbook, pages and available online at Faculty members write an annual report which describes their accomplishments during the academic year regarding teaching. Faculty members also write goals for the upcoming year that they wish to accomplish regarding teaching. In addition, they receive either University or DNE course evaluations every semester. Course evaluations, the annual report, and input from the Department Chair are significant components of the annual evaluation written by the Dean, School of Education and Professional Studies (SOEPS). The evaluations are discussed in individual meetings with the faculty member. The Institutional Research Office does not provide aggregate course evaluation data at this time. Copies of faculty evaluations can will available for review in the Office of the Dean, SOEPS, during the CCNE site visit. 81

82 Faculty members may submit a merit award application to the Merit Committee in one of three areas: instructional/professional performance, service, or professional development. In order to be considered meritorious, faculty members must exceed expectations in their designated area for merit award and meet expectations in the two remaining merit categories. Following review of the merit applications, the Merit Committee will make a recommendation to the Vice President for Academic Affairs. In the past three years, all tenure-track DNE faculty have applied for and been awarded meritorious status. Several nursing faculty members have been honored at the regional and state level over the past three years. Two faculty members have been honored by the West Virginia Center for Nursing for their excellence in nursing education and scholarship. A faculty member was honored as a West Virginia University Golden Graduate and another was named the West Virginia University- East City Hospital Distinguished Chair/Professor in Nursing. We were also honored this year to learn that one of our colleagues was selected as a protégé to participate in the National League for Nursing/Johnson and Johnson Faculty Leadership and Mentoring program. Effective Teaching The DNE faculty outcomes for effective teaching include the use of annual faculty evaluations and merit are described in the SU Faculty Handbook, pages and available online at Copies of faculty evaluations can will available for review in the Office of the Dean, SOEPS, during the CCNE site visit. Scholarship The DNE faculty outcomes for scholarship include: doctoral faculty preparation, publications, presentations, national certification, and continuing education. The DNE faculty outcomes are consistent with the SU guidelines for promotion and tenure, annual faculty evaluations, and merit as outlined in the SU faculty handbook ( Copies of faculty curriculum vitas will be available for review. 82

83 Percent of Doctoral Prepared Faculty Members In the past three years the DNE has increased the number of doctoral prepared faculty. The University supports the DNE in our attempt to hire doctoral prepared faulty and supports education for our existing faculty by providing financial support. In addition, the State of West Virginia offers tuition support for faculty taking classes at state colleges or universities. Currently, the DNE has three faculty searches in progress. Applicants for the tenure-track position are required to have a doctoral degree, be enrolled in a doctoral program, or would require the applicant to be accepted into a doctoral program before the tenure-track position can be offered to them. The expected faculty outcome of 50% has been met for the last two years. In addition, one current faculty member has been provisionally accepted into a doctoral program pending completion of a prerequisite course. Table 4.4 shows the percent of doctoral prepared faculty within the DNE. Table 4.4: Percent of Doctoral Prepared Faculty Year Expected outcome DNE Faculty % 38% % 50% % 55% Percent of Faculty Who Publish The DNE encourages faculty to publish in peer-reviewed journal or books. The expected faculty outcome for the DNE is 25%, which has been met for the past three years. During the past three years, two faculty members have edited or published books and five articles or abstracts have been published by DNE faculty. Table 4.5 shows the percent of DNE faculty who published each year. Table 4.5: Percent of Faculty Who Published Year Expected outcome DNE Faculty % 25% % 25% % 33% 83

84 Percent of Faculty Who Presented DNE faculty have presented at local, regional, national, and international conferences over the past three years on a variety of topics including use of evidence-based practice, disaster preparedness, teaching innovations, assessment of older adults in the critical care environment, and caring for minority women during childbirth. DNE faculty has met the expected outcome of 50% for each of the past three years. For the past two years, the DNE has partnered with the Veterans Affairs Medical Center in Martinsburg, WV to co-sponsor a nursing research conference. Table 4.6 shows the percent of DNE faculty who presented each year. Table 4.6: Percent of Faculty Who Presented Year Expected outcome DNE Faculty % 63% % 63% % 77% Percent of Faculty Who Hold National Certification Over the past three years, the DNE has increased the number of national certifications held by the faculty. Faculty certifications include areas such as: maternal-newborn, childbirth educator, nursing administration, medical-surgical nursing, advanced practice nursing, and nursing education. The DNE faculty has met the expected outcome of 50% for the past three years. Table 4.7 shows the Percent of Faculty Who Hold National Certification. Table 4.7: Percent of Faculty Who Hold National Certification Year Expected Outcome DNE Faculty % 63% % 66% % 77% Percent of Faculty Who Participate in Continuing Education The DNE faculty is required to complete a minimum of 12 contact hours per year in order to renew their R.N. license as required by the WV Board of Examiners for Registered Professional Nurses ( The DNE faculty has met the expected outcome of 100% for the past three years. Many of the DNE faculty 84

85 complete more than the required number of continuing education credits yearly. Table 4.8 shows the Percent of Faculty Who Participate in Continuing Education. Table 4.8: Percent of Faculty Who Participate in Continuing Education Year Expected Outcome DNE Faculty % 100% % 100% % 100% Service The DNE faculty outcomes for service are exemplary and highly valued by the department. Faculty are viewed as leaders at the University and at a local and state levels. In addition, the faculty is actively involved with national and international organizations. The DNE faculty outcomes are consistent with the SU guidelines for promotion and tenure, annual faculty evaluations, and merit as outlined in the SU faculty handbook ( Copies of faculty curricula vitae will be available for review. At the University level, nursing faculty members have been represented on all major University committees over the past three years. This year, DNE faculty members serve on the Faculty Senate, General Studies Committee, Scholarship and Financial Aid, Professional Status Committee, Grade Appeals Committee, Student Success Committee, Technology Oversight Committee, Shepherd University HLC Steering Committee, Graduate Studies Committee, Program Review Committee, Multicultural Leadership Team, and the Civility Response Team. Additionally, faculty members participate in campus activities such as Relay for Life, Midnight Breakfast, Freshman Day of Caring, PBJ Commuter Forums, and Open Houses. At the SOEPS level, nursing faculty has been represented on all school committees over the past three years. This year, DNE faculty served as chair of the SOEPS Promotion and Tenure Committee and as members of the strategic planning committee and the wellness committee. DNE faculty members serve on one of three standing committees as outlined in the Department bylaws: curriculum, evaluation, and student affairs. Additionally, the chairs of these committees serve on the Department Executive Committee. Faculty also serves on ad hoc committees as needed. 85

86 The DNE faculty is highly respected within the community. Currently, DNE faculty members serve in a wide variety of leadership roles within our community of interest, including: chairperson of the board of directors at Shenandoah Valley Medical Center, vice president of the board of directors at the Eastern Panhandle Free Clinic, secretary of the board of directors at Panhandle Home Health, member of the advisory board for Panhandle Home Health, Eastern Panhandle Medical Reserve Corp Steering Committee, and Maryland Nurses Association State Nurses Association District treasurer. DNE faculty also serves on committees at local acute care agencies including the Nursing Research Council at the Martinsburg Veterans Affairs Medical Center and the WV University East-City Hospital Ethics Committee. Faculty members are also actively engaged in volunteer activities including National Day of Caring, Girl Scout Jamboree, free health clinics, soup kitchens, disaster preparedness, the Alzheimer memory walk and the March of Dime walk. Faculty also serves as faith-based nurses and are certified as American Heart Association Basic Card Life Support (BCLS) Instructors or Advanced Cardiac Life Support Instructors (ACLS). Several faculty members maintain an active clinical practice in their area of specialty. Faculty members are also engaged in participation in professional organizations, such as the National League for Nursing, American Nurses Association, Sigma Theta Tau International Nursing Honor Society, American Association of Critical Care Nurses, Phi Kappa Phi Honor Society, West Virginia Nurses Association, and the Maryland Nurses Association. A faculty member has been elected to the ANA House of Delegates. DNE faculty members role model community service and involve students in service projects. The DNE expected faculty outcome for service is 100%, which was met for the past three years. Table 4.9 shows the Percent of Faculty Involved in Service. Table 4.9: Percent of Faculty Involved in Service Year Expected Outcome DNE Faculty % 100% % 100% % 100% 86

87 IV-F. Information from formal complaints is used, as appropriate, to foster ongoing program improvement. Elaboration: If formal complaints indicate a need for program improvement, there is evidence that action has been taken to address that need. Program Response: The process for complaints is outlined in Standard 1-G. There are no formal complaints for the reporting time frame, Summary of Assessment Strengths 1. The DNE is a leader in outcome assessment on the Shepherd University campus. The DNE s assessment plan and report have been cited as exemplary. 2. Nursing students are involved in all aspects of the Department of Nursing Education s governance as well as ongoing evaluation of program effectiveness. 3. The R.N. Panel Discussion provides graduating students with insights into NCLEX-RN preparation, testing, and the transition to practice. 4. The DNE has excellent student and employer satisfaction with the nursing program. 5. The DNE faculty members demonstrate excellence in teaching, scholarships and service. Faculty performance is congruent with the University s mission and goals. 6. The DNE faculty holds national certifications, participates in continuing education, and presents regionally, nationally and internationally. 7. The DNE faculty members are exemplary in their service to the campus and community. The faculty models professionalism and volunteerism for Shepherd nursing students. Areas for continuous improvement 1. While the NCLEX-RN pass rate was met for two of the three years, this is an area of focus for continued improvement. 2. Alumni survey data have been difficult to obtain and alternative assessment methods are needed. 3. Longitudinal data regarding B.S.N. program satisfaction and benchmarks are lacking. 87

88 Action Plan 1. Implement the new curriculum spring Evaluate the effectiveness of the new curriculum and strategies we have designed to increase the NCLEX-RN pass rate. 2. Investigate the use of Facebook and other electronic means of collecting alumni data. 3. Include benchmarks for student s satisfaction with the B.S.N. program at the end of the pilot testing. 88