TWU Doctor of Nursing Practice Program Translating Research into Practice

Transcription

1

2 TWU Doctor of Nursing Practice Program Translating Research into Practice Proposal: Distance Education Program for the Post Master s Doctor of Nursing Practice Texas Woman s University College of Nursing October 2011

3 Texas Higher Education Coordinating Board Distance Education Doctoral Degree Proposal Directions: An institution shall use this form to propose a new doctoral degree program. In completing the form, the institution should refer to Texas Administrative Code (TAC) 5.46 relating to Criteria for New Doctoral Programs. This form requires signatures of (1) the Chief Executive Officer, certifying adequacy of funding for the new program; (2) a member of the Board of Regents (or designee), certifying Board approval; and (3) if applicable, a member of the Board of regents or (designee), certifying that criteria have been met for Coordinating Board staff level approval. Note: If an institution does not have Preliminary Authority for the proposed doctoral program, it must first submit a separate request for Preliminary Authority. That request shall address criteria set in TAC Section 5.24 (b). Information: Contact the Division of Academic Affairs and Research at 512/ Institution: Texas Woman s University Administrative Information 2. Program Name: Doctor of Nursing Practice (DNP) 3. Proposed CIP Code: Program Description: Texas Woman s University (TWU) seeks to offer its Doctor of Nursing Practice (DNP) program through hybrid delivery. Accredited by the Commission for College Nursing Education, the Doctor of Nursing Practice program prepares post master s Advanced Practice Registered Nurses (APRNs) to function as expert clinicians in primary and acute care. DNP students acquire a strong repertoire of technological competencies that will enable them to fill expanded roles as clinical experts who provide and integrate evidence based care and incorporate research into practice. The DNP program expands upon the knowledge base and skill set of the master s prepared Advanced Practice Registered Nurse and broadens this knowledge base to include informatics, genetics, health care administration, and expanded clinical expertise. The DNP graduate is prepared as an interdisciplinary leader able to conduct and evaluate evidence based outcomes research and to develop policy and advance system change. The proposed hybrid DNP program will replace the existing DNP program. Using hybrid methods, face toface class sessions will focus on application and interaction; online coursework will focus on content acquisition and analysis. The content of the curriculum and progression through the curriculum will be unchanged. A hybrid delivery format will permit TWU to: (a) serve APRNs who practice in rural areas of Texas, (b) facilitate DNP education for nurse practitioner graduates of Texas colleges that do not offer doctoral programs, (c) create opportunities for TWU nursing faculty to form research collaborations with healthcare providers and APRNs throughout Texas, and (d) increase the numbers of clinically expert nursing faculty with doctoral preparation, thus helping to alleviate the severe nursing faculty shortage in Texas.

4 Texas Woman s University has graduated two classes of DNP students. Since the first class entered the program in June 2008, faculty members have been able to create and refine DNP coursework. During this period DNP faculty members implemented a range of distance education modalities (e.g., virtual classrooms, digital video, and Internet conferencing) to augment face to face classroom experiences. Support from the TWU Office of Distance Education will provide opportunities to further enhance these distance education skills. 5. Administrative Unit: College of Nursing 6. Proposed Implementation Date: Summer Contact Person: Provide contact information for the person who can answer specific questions about the program. Name: Dr. Lynda Murphy Title: Director of Distance Education E mail: [email protected] Phone:

5

6 Table of Contents I. Summary of Request... 1 A. Degree Program Area... 1 B. Degree Title Designation... 1 C. Program Delivery... 1 D. Program Site... 2 II. Reason for Request... 2 A. Program Need... 2 B. Program Demand Job Market and Student Interest... 2 C. Program s Role... 5 III. Program Description... 6 A. Program Construction... 6 B. Administrative Oversight C. Administrative Structure IV. Relationship to Existing Authorized Doctoral Programs A. Relationship Between Proposed Distance Education Program and Existing On Campus Program B. Student Interaction V. Expected Enrollment A. Anticipated Head Count B. Impact on Existing Face to Face Program C. Student Projections VI. Faculty Resources A. Faculty Resources B. Equipment, Software, Connectivity Needs C. Facilities, Equipment, and Library VII. Financial Support A. Anticipated Costs B. Budget C. Financial Support VIII. Additional Distance Delivery Considerations A. Adherence to the Principles of Good Practice B. Delivery Modes C. Collaborative Arrangements... 25

7 D. Program Differences E. Student Interactions IX. Evaluation A. Program Quality B. Participant Satisfaction C. Assessment Procedures D. Use of Assessment References Appendices Appendix A: TWU, College of Nursing, and DNP Mission and Goals Congruency Appendix B: DNP Curriculum Appendix C: Matrix of DNP Courses, Objectives, and Content Correspondence Appendix D: With AACN Essentials Doctor of Nursing Practice Faculty: Credentials, Specialization, Courses, Role Appendix E: Anticipated Sources of Funding Appendix F: Costs to the Institution of the Program/Administrative Change Appendix G: Adherence to the Principles of Good Practice... 66

8 Distance Doctoral Degree Program Request I. Summary of Request A. Degree Program Area Doctor of Nursing Practice (Nursing) B. Degree Title Designation (e.g., PhD, EdD, etc.) DNP C. Program Delivery The TWU Doctor of Nursing Practice (DNP) was designed for post master s Advanced Practice Registered Nurses (APRNs) and has been offered as a face to face program since The proposed hybrid program will build upon a strong pedagogy of faceto face delivery and distance education technologies to deliver content and enhance interactions. Blackboard Learn will be the primary delivery system for this proposed program, and other technologies will be employed as necessary to deliver high quality materials to students (e.g., digital video, Internet conferencing, and virtual classrooms). The proposed hybrid DNP program will completely replace the oncampus program by the Summer 2012 semester. The current curriculum and course progression will remain unchanged; only the delivery method will be altered. The first cohort of students entered the TWU DNP doctoral program in June DNP faculty members have been committed to ongoing performance improvement through creation and refinement of the DNP curriculum and coursework. Faculty have also implemented a range of distance education modalities within the current program (e.g., virtual classrooms, digital video, and Internet conferencing) for the following purposes: (a) to enrich and augment face to face classroom experiences, (b) to better accommodate the large proportion of DNP students who must travel great distances to attend DNP classes, and (c) to facilitate learning for the many DNP students who are not native English speakers. Support from the TWU Office of Distance Education will provide opportunities to further enhance these distance education skills and allow for seamless integration and smooth transition into hybrid delivery of the current curriculum. As in the current face to face program, DNP students may choose to pursue full time or part time study to complete the 46 credit hour program. 1

9 D. Program Site The program will be administered through the College of Nursing, which has classrooms and office spaces on all three of TWU s campuses Denton, Dallas, and Houston. As in the current program, DNP students may choose from a menu of online electives that are offered from all campus locations. Many of these electives are courses available from the PhD in Nursing Science program offered from the Denton and Houston campus sites. The PhD in Nursing Science has been delivered as an online program since II. Reason for Request A. Program Need No other hybrid DNP programs are offered by a Texas public university. Texas Christian University, a private university in Fort Worth, Texas, offers an online DNP program. Offering a hybrid option will provide opportunities for more Texas nurses to obtain a DNP education. B. Program Demand Job Market and Student Interest The proposed change in the mode of delivery of the post master s DNP program curriculum from face to face methodology to hybrid methodology is consistent with national and state initiatives delineating the future of nursing education and practice. In the 2010 Institute of Medicine (IOM) report to the nation, The Future of Nursing: Leading Change, Advancing Health, the IOM and the Robert Wood Johnson Foundation recommended that: (a) nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression and (b) universities should endeavor to double the numbers of nurses with doctorates by The post masters, hybrid DNP educational option would increase the numbers of APRNs with doctoral preparation who could serve as faculty members, thus helping to alleviate the nursing shortage in Texas. The post master s hybrid DNP program would also enable TWU to serve APRNs who practice in rural areas of Texas. The percentage of practitioners who live and practice in distant areas is increasing with each TWU DNP cohort. Approximately 29% of the students in the first DNP class traveled over 200 miles to attend TWU. Among students who will graduate this year, 44% travel over 200 miles to attend TWU. Of the students projected to graduate in 2012, 66% travel over 200 miles to attend TWU. The economic burden and time spent in travel throughout the semester can create insurmountable barriers to higher education. 2

10 The increasing average lifespan and an expanding, aging, and diverse Texas population are driving the demand for health care services. There will be fewer nurses, however, to care for the increasing numbers of Texans; and a greater proportion of these Texas citizens will represent underserved populations. The production of DNP graduates is one excellent way to cope with the pending nursing shortage and increasing complexity of providing health care to Texas residents. Transitioning the existing TWU DNP program to a hybrid model would: Increase the supply of faculty for clinical and didactic instruction in nursing. Increase numbers of APRNs with advanced practice nursing competencies who can provide care for rural and urban underserved populations in complex clinical arenas. Create leaders able to deliver healthcare via inter professional teams. Provide parity with other health care professionals, most of whom have a doctorate as the credential required for practice. The TWU DNP student population currently includes representatives from the following licensed Advanced Practice Registered Nurses: (a) Certified Nurse Midwives, (b) Family Nurse Practitioners, (c) Adult Nurse Practitioners, (c) Acute Care Nurse Practitioners, (d) Pediatric Nurse Practitioners, (e) Neonatal Nurse Practitioners, (f) Psychiatric Mental Health Nurse Practitioners, (g) Women s Health Nurse Practitioners, and (h) Geriatric Nurse Practitioners. During 2010 and 2011, TWU DNP students provided care to 13,698 patients (See Table 1). Urban underserved locations were sites for 4,452 clinical encounters, and rural underserved locations were sites for 2,489 clinical encounters. Approximately 50% of all DNP student encounters were with the medically underserved. The proposed hybrid program will foster and support increased opportunities for this diverse population of DNP students to better serve vulnerable populations throughout Texas. Table 1 Recipients of DNP Student Care Patient Group Clinical Encounters Patients with 4,021 Medicaid Patients with 1,633 Medicare Patients with no 3,073 insurance Hispanics 4,697 African Americans Native Americans 196 Asians 210 3

11 Job market. To assess employment requirements for Advanced Practice Registered Nurses, TWU College of Nursing (CON) faculty members surveyed jobs that were posted on the Texas Nurse Practitioners website during a 7 month period. Of the 54 jobs for nurse practitioners that were posted, 34 employers indicated the need for additional expertise in the following areas: (a) specific critical care expertise (pulmonary, cardiac, neurology, or trauma) in primary and acute care settings; (b) ability to function in both acute care and primary care settings; (c) capacity to evaluate and treat a variety of complex patient populations; (d) expertise in marketing, management, and business; (e) ability to use and interpret advanced diagnostic strategies; (f) proficiency with new technological innovations for diagnosis and management of patient care (e.g., electronic health records); and (g) expertise in specialty areas (oncology, infectious disease, pain management, sleep disorders, cardiology, psychiatric disorders, addiction, and obesity). DNP graduates can also help to alleviate the nursing faculty shortage in Texas. The Texas Center for Nursing Workforce Studies noted in a report to the 79 th Texas State Legislature that Texas will need the number of new graduates in nursing to increase to 18,000 in 2015 and 25,000 in There were 9,096 graduates from initial Registered Nurse licensure programs in 2010 in Texas. Fifty eight nursing educational programs in Texas reported that lack of faculty was the most significant barrier to educating more Registered Nurses. Regarding Advanced Practice Registered Nurses, 29% of qualified applicants were denied admission to Texas schools because of lack of budgeted faculty positions and lack of qualified faculty applicants. In 2010, 8.7% of budgeted Advanced Practice Registered Nursing faculty positions were vacant, with an average time of 30 weeks needed to fill the position (Texas Center for Nursing Workforce Studies, 2010). The hybrid delivery of the DNP program will enable competent Advanced Practice Registered Nurses to acquire education needed to function as advanced practice nursing faculty, while maintaining competency in clinical practice. Potential student interest. The TWU DNP Task Force conducted an online survey of nurse practitioners in April The most common reason cited for motivation to pursue DNP education was to better prepare nurse practitioners to provide care to complex, co morbid patients in a rapidly changing health care system. Participants suggested that DNP programs should provide online support for coursework. A survey of 189 Advanced Practice Registered Nurses in North Texas and beyond conducted at the American Academy of Nurse Practitioners national conference in 2006 indicated: 4

12 Approximately 75% of the respondents were interested in pursuing a DNP degree. 85% wanted the DNP to focus on increased clinical expertise, 8% preferred an educational focus, and 2% desired an administrative focus. The most important concern was to provide a curriculum that would allow these providers to work and study. In September 2011, DNP faculty surveyed Texas nurse practitioners who attended the Texas Nurse Practitioner Conference in Fort Worth. Forty seven conference attendees volunteered to complete the survey. Results of the survey indicated: Approximately 83% of the respondents wanted to pursue the post master s DNP, and 4.3% were interested in the PhD in Nursing Science. 85.1% of the nurse practitioners were employed as full time health care providers, and 10.6% of the nurse practitioners were employed as part time health care providers. Most of these nurse practitioners (76.6%) worked week days, with 19.1% working a combination of weekdays and weekend days. Saturday was designated as the best day to attend class by 74.5% of the respondents. Other choices were alternate Saturday classes (27.7%) or monthly Saturday classes (23.4%). 40.4% of the respondents said they could start the DNP program in % said they could begin DNP education in 2013, with 29.8% of the respondents wanting to begin DNP education after C. Program s Role As a state supported institution, TWU has a responsibility to meet the higher education needs of the citizens of Texas. Within the College of Nursing, this responsibility is expanded to include the health care needs of the residents of this state and this nation. This proposal affirms the College of Nursing s commitment to produce critically needed Advanced Practice Registered Nurses with doctoral preparation and to meet the state s Closing the Gaps initiatives for increasing the number of graduates in health programs. DNP graduates serve as clinically skilled faculty members for undergraduate and graduate nursing students and provide expert primary and acute care to underserved populations in rural and urban Texas. With a long tradition of successful delivery of distance courses and degrees, TWU would continue to increase access to specific distance education degree programs for working health professionals. The close correspondence among mission and goal statements of Texas Woman s University, the College of Nursing, and the proposed Doctor of Nursing Practice hybrid program is a strength. Appendix A illustrates the congruence of these relationships among university, college, and program goals. 5

13 III. Program Description A. Program Construction This section of the proposal presents a comprehensive overview of the proposed hybrid DNP program. The following primary elements of program construction and implementation are reviewed: Summary of DNP Program Mission, Goals, and Expected Student Outcomes Curricular Objectives, Program Objectives, Course Objectives, and Module Objectives Application and Admission Processes Degree Requirements and Expectations of DNP Students Curriculum Content and Progression Summary of DNP program. The TWU DNP program is a post master s program for APRNs that consists of 46 credit hours, with full time DNP students completing on average 6 to 9 semester hours for 6 semesters. The total full time program length is 2 years. Part time students generally are able to complete the program in 9 semesters or 3 years. Curriculum requirements for the proposed hybrid DNP program are the same as the current face to face DNP program, with DNP graduates completing 90 credit hours after the baccalaureate degree. Mission, goals, and expected student outcomes. The proposed hybrid program only strengthens current program mission, goals and student learning outcomes. Indeed access to coursework via hybrid methods reduces non productive time spent in commuting and increases time available for attention to study and achievement of learning outcomes. Table 2 illustrates the congruence among the DNP mission statement, hybrid DNP program goals, and expected student outcomes. 6

14 Table 2 DNP Mission, Student Program Goals, and Expected Student Outcomes DNP Mission Hybrid DNP Program Goals Student Goals The TWU Doctor of Nursing Practice is designed to prepare APRNs to function as expert clinicians who integrate and evaluate evidenced based practices in acute and primary care settings. The DNP curriculum broadens and expands upon the skills of the master's prepared APRN to include: enhanced clinical expertise; implementation of healthcare informatics technologies; and increased depth in the application of scientific advances and health care organizational concepts to nursing practice. The goals for the hybrid DNP program are to: 1. Create and implement a postmaster s hybrid Doctor of Nursing Practice Program that will produce clinical nurse experts uniquely qualified to deliver care to all populations, including rural and underserved populations, through: (a) intense clinical training in the provision of culturally competent care; (b) translation of evidence based science into practice; (c) incorporation of the sequencebased, genomic paradigm into evidence based care; and (d) implementation of technological innovations, information science, and evaluation of practice outcomes. 2. Build and retain a diverse, qualified DNP student body of Advanced Practice Registered Nurses who represent expert APRN clinical practice. 3. Produce a cohort of DNP nurse leaders who will receive the training and skills to lead and function effectively within interprofessional teams; create innovative, collaborative corporate/community/agency partnerships; shape health care policy leading to culturally competent care and the eradication of current healthcare disparities; and function as clinically expert nursing faculty. The TWU hybrid DNP program will prepare expert APRNs who will: 1. Apply evidence from nursing and the biophysical, psychosocial, behavioral, and clinical sciences to complex health issues. 2. Synthesize concepts of health promotion, genetics, and disease prevention in managing complex health problems. 3. Implement health care delivery models and informatics strategies designed for quality improvement in patient care. 4. Implement health care delivery models and informatics strategies designed for quality improvement in patient care. 5. Analyze existing research and design and conduct evaluations of clinical interventions to implement evidencebased practice. 6. Employ an evidence based framework when conducting research on clinical interventions. 7. Develop and advocate for health care policy. 8. Collaborate with other health professionals to provide high quality, ethical patient centered care that meets current standards of best practice. 9. Apply expert clinical judgment in providing comprehensive assessment, diagnosis, and management of health and illness in diverse populations. 10. Provide visionary nursing leadership through contributions to the management and guidance of health care systems. Application and admission process. All DNP applicants must meet the general requirements for admission to the TWU Graduate School. DNP applicants must also submit Graduate Record Examination (GRE) or Miller Analogies Test (MAT) scores with the completed ApplyTexas online application. In addition to these general requirements, the College of Nursing requires the following academic requirements for unconditional admission to the Doctor of Nursing Practice program: (a) master's degree with a major in nursing from a 7

15 program accredited by a nationally recognized accrediting body, (b) a minimum grade point average (GPA) of 3.5 on prior graduate level course work or a preferred score of 460 on the Graduate Record Examination (GRE) Verbal and 500 on the GRE Quantitative or a preferred score of 50 on the Miller Analogies Test (MAT) for tests taken prior to October 2004 or a preferred score of 400 on the MAT for tests taken after October 1, 2004, (c) a course in nursing research at the graduate level, and (d) a course in statistics at the graduate level. Professional requirements for admission include: (a) current unencumbered license to practice professional nursing in the United States, (b) certification as an Advanced Practice Registered Nurse from a nationally recognized nursing certification body that is accredited by the appropriate national standard organization, and (c) eligibility to be recognized as an Advanced Practice Registered Nurse in Texas with an unencumbered license maintained throughout the DNP program. In addition, the DNP applicant must submit a curriculum vita or resume, two letters of recommendation from professional associates, and an essay discussing personal professional goals. Applicants who do not meet the unconditional criteria, but who have a minimum GPA of 3.0 on prior graduate coursework, may be considered for provisional admission on an individual basis. Factors that will be considered in the admission decision include the grade point average on graduate level work, GRE Verbal and Quantitative scores or MAT score, scholarly activities, professional leadership, and work history. The master s degree completed by the DNP applicant must include foundation courses in nursing theory, nursing research, advanced health/physical assessment, advanced physiology and pathophysiology, and advanced pharmacology. If comparable courses have not been part of the master s degree program, they may be completed as provisions for entering the DNP Program. Prerequisite clinical courses focused on the advanced practice specialty must be sufficient for the applicant to be certified in that specialty by a nationally recognized certification organization. Prior to enrollment in the clinical practicum courses of the DNP, the student must have completed at least 1 year of full time experience as an APRN. DNP students are required to complete drug testing and criminal background screening. Degree requirements and expectations of DNP students. The DNP degree plan requires a minimum of 90 semester credit hours beyond the baccalaureate degree. The credit hours on the degree plan include both master s level courses and the prescribed doctoral course work as identified below. Fifty percent (50%) of the total courses on the degree plan must be completed at TWU. There is no time limit on courses completed as part of a master s degree. All additional course work on the degree plan must be completed within 10 years. 8

16 In addition to published degree requirements, DNP students craft a digital portfolio consisting of highlights of DNP coursework, digital video of class and capstone presentations, a 5 year post graduation career plan, and articles submitted for publication. Degree plan requirements and student expectations will not change in the proposed hybrid delivery program Curriculum content and progression. The DNP program is a post master s program built on the foundation of the advanced practice nursing master s curriculum, producing graduates well able to lead and organize care delivered to large, complex patient populations. Students expand competencies obtained during their master s education and clinical practice through courses in genetics, epidemiology, informatics, health policy, and health systems management. The DNP student, therefore, enters the DNP program with between 44 to 50 credit hours obtained through master s education, which includes courses in nursing theory, nursing research, advanced assessment, pharmacology, differential diagnoses, graduate statistics, advanced practice nursing role, and differential diagnoses of specific patient populations. Each DNP student then articulates through an additional 40 hours of DNP course work. During the first year of full time articulation, DNP students take courses in philosophy, management, information sciences, genetics, ethics, epidemiology, health care policy, informatics, and measurement. The DNP program receives strong support from other colleges and schools within the University during the first academic year, which is a particular strength of the TWU DNP curriculum. These courses provide the foundation for the second year of coursework, which consists of two clinical practicum experiences and the DNP capstone project. DNP students also choose 6 hours of electives from courses designed to provide specified content in individual areas of interest. Appendix B includes tables that illustrate TWU DNP curricular credit hour categories, designation of course delivery through hybrid delivery or online delivery, part time and full time DNP curriculum plans, and a menu of DNP hybrid or online electives. Appendix C presents DNP course descriptions as they relate to the American Association of Colleges of Nursing document, The Essentials of Nursing Education for Advanced Nursing Practice (2006), which reflects the national consensus regarding DNP curriculum content and forms the basis for DNP accreditation by the Commission for Collegiate Nursing Education (CCNE). The TWU DNP program received initial accreditation from CCNE in 2010, with no recommendations for improvement. Professional Capstone Project. The established professional capstone process requires the DNP student to complete a clinical inquiry project with outcome measurement. The project reflects the student s area of clinical expertise and is designed to change or substantiate current practice. DNP students are individually supported by expert faculty and clinicians who meet with and regularly communicate with them. DNP students must submit a minimum of two manuscripts 9

17 to professional peer reviewed journals. At the conclusion of the professional capstone project, the DNP student must successfully defend this capstone project in a face to face, publicized, oral presentation open to attendance by the College of Nursing scholarly community. The hybrid delivery format will not necessitate any changes in these established procedures or expectations. B. Administrative Oversight Typical DNP course and its delivery method. Each of the required DNP courses will be delivered in a hybrid format with a combination of face to face (on campus) and web based instruction and interaction via the Blackboard Learn system. Each organized class course will include a minimum of twelve (12) face to face contact hours of instruction and learning over the course of the semester. Face to face contact on campus will also be expected for courses that are classified as DNP practicum coursework and for the professional capstone course. Core DNP nursing courses will be offered in hybrid format, as designated in Appendix B. Other courses, such as electives or courses from other disciplines, may be completely online. Student introduction to a typical DNP course. The course instructor contacts students by to welcome them, provides a general introduction to the course, and introduces links to TWU resource tools on web based learning. The instructor identifies the date when the course will be available to students within the TWU Blackboard Learn system. The Blackboard site presents an initial announcement that provides a complete introduction to the course and its layout within Blackboard and provides directions on how to effectively navigate through the arrangement of course content. A statement of online learning netiquette and related links are included as part of each Blackboard course under a separate navigation button. Students are directed to a Discussion Board area within the course site. The instructor has posted a statement on the intent of the site to provide students with a sense of community and open dialogue within DNP courses. Students are invited to introduce themselves on the site and asked to provide a digital photograph of their choice within this introduction. The instructor has posted a parallel introduction. Components in a typical hybrid DNP course within the TWU Blackboard Learn System. Each DNP course is divided into sections through separate navigation buttons within the course menu that represent standard Quality Matters TM course architecture guidelines. Some content is available in multiple course locations, as redundancy can be helpful to students who are not as familiar with Internet technologies. A typical DNP course would have the following navigation buttons with specified content: 10

18 1. Announcements This area provides communication from the course instructor to all enrolled students. In a typical DNP course, one or more announcements occur on a weekly basis. 2. Syllabus and Schedule This area provides the course syllabus, which includes course objectives, DNP program objectives and goals, and related goals delineated in the Essentials of Doctoral Education for Advanced Practice Nursing (AACN, 2006). Grading criteria and the course calendar with assignment due dates are also part of each DNP course syllabus. Specific TWU policies regarding course attendance, academic dishonesty, and disability support are included within each DNP course syllabus. 3. Start Here This area provides a specific starting point for students entering the course. 4. Faculty Information This area provides a photograph of the faculty member with contact information. 5. Course Policies This area includes course policies for the specific course. For instance, information regarding availability of the course faculty may be included here. Other areas include instructions on Discussion Board communication, how to access support when technical difficulties occur, Internet etiquette, technology requirements, and a general folder on where to get help, if needed. 6. Discussion Board All DNP courses include Discussion Boards such as: (a) Student Introductions, (b) Students Helping Students, and (c) Frequently Asked Questions. Courses may have other assigned Discussion Boards, depending upon course content. 7. Tools This area provides access to the many online education tools available through the Blackboard Learn system. These include the calendar, blog tools, wikis, podcasts, , Blackboard Collaborate classrooms, Blackboard IM, and student grade access. 8. Modules A typical DNP course module has four content areas: (a) Learning Unit, (b) Module Assignments, (c) Module Resources, and (d) Module Video (optional). a. Each Learning Unit is comprised of a sequence of webpages that present an introduction to the module content, objectives (AACN Essential objectives, TWU DNP Program Goals, Course Objectives, and Module Objectives), module readings, and a learning guide that integrates module activities with the text, assignments, and evaluation strategies for assignments. The learning unit may contain graphics and pictures to illustrate content. Links to pertinent webpages and digital video are embedded within each Learning Unit. The DNP student has the option of printing each Learning Unit in portable document format (pdf), if desired. This pdf has the ability to be presented orally through a computergenerated voice. b. Module Assignments is a list of all assignments with grading criteria rubrics for each assignment. These grading criteria rubrics were 11

19 previously presented within the course syllabus. Written assignments are submitted through the Blackboard assignment function. Module tests are also available in the Assignments area. Generally courses that include testing as an evaluation strategy include sample self tests. c. Module Resources may include readings, Internet webpage links, lecture guides, podcasts, and specific content for each course (e.g., SPSS data files). d. Digital Video (optional) has links to video of previous lectures of TWU faculty, content experts, and DNP student presentations. Digital video is password protected, and opens within the Windows Media Player. (MPEG 4 and Apple technology formats are also available, if needed.) DNP students can follow these video lectures using the lecture guides available under Module Resources. 9. Sample Papers This navigation button provides access to selected exemplars of previous DNP student work. Permission has been obtained from the author to use the exemplar within the DNP Blackboard course. 10. DNP Graduate Digital Portfolios This navigation button provides access to the digital portfolios of previous DNP graduates. Permission has been obtained from each DNP graduate to display the digital portfolio within the DNP Blackboard coursework or DNP organization sites. DNP digital portfolios are a series of webpages that contain the following content for each graduate: (a) introduction to the portfolio, (b) DNP graduate s curriculum vita, (c) DNP graduate s professional goals, (d) exemplars of work from each DNP course, (e) publications, (f) the professional capstone project, (f) video of the capstone project, and (f) professional posters. 11. Course Evaluation This navigation button is made available at the end of the semester and contains links to course evaluation surveys used to critique and improve each DNP course for subsequent classes. DNP course modules are introduced in the initial face to face sessions at the beginning of each semester. Students are instructed on how to prepare for future class assignments (e.g., presentations of case studies during DNP practicum coursework). Students may also participate in interactive instruction using Internet conferencing and Blackboard Collaborate classrooms. These synchronous educational methodologies may be used on a weekly or biweekly basis for each DNP didactic and clinical course, allowing the student the opportunity for simultaneous dialog with DNP faculty and fellow students during the semester. The course learning objectives are reviewed to help frame the dialogue with students. Faculty and students refer to a prepared feedback rubric to guide peer critique and facilitate optimal learning exchanges. At the end of the semester, the instructor provides a comprehensive critique of each student s final project. Further analysis of the project through webconferencing is 12

20 available, if needed. Synchronous scheduling fosters mentoring relationships among DNP students, graduates, faculty members, and community leaders. Blackboard Learn System and distance education technologies. Web based instruction, student learning, and interaction in organized class courses will occur via the internet using the Blackboard Learn system as the delivery platform. Contemporary textbooks and literature from professional journals will be incorporated into each course. Copyrighted materials will be included on the website subject to all laws pertaining to use of such materials for educational purposes. Graphics, digital video of student, faculty, and guest presenters, and photos used for teaching will be used in accordance with current laws and guidelines. Reading and other learning materials will be supplemented with stateof the art synchronous and asynchronous web driven learning tools (e.g., podcasts, Internet conferencing). DNP courses require a high level of analysis, discovery learning, and synthesis on the part of each DNP student. In addition to materials placed in Blackboard Learn, faculty may use a variety of synchronous methods to communicate with individuals or groups of students such as phone conversations, Internet video conferences, and Blackboard Collaborate. These technologies assist DNP students to develop the desired sense of the scholarly community. Student interactions are also promoted through content driven blogs, discussion boards, and wikis. During the capstone course, each DNP student participates in Internet conferences with capstone committee members to review student work. Many of these technologies have been piloted successfully to augment the current face to face DNP program. These successful experiences facilitate the seamless integration of the proposed hybrid curriculum. Sustained interaction (Faculty Student and Student Student). A variety of synchronous and asynchronous methods will be used within each course to facilitate sustained interaction in the coursework. Each course will include a progression of assignments paired with scheduled Internet conference meetings or Blackboard Collaborate classrooms for both instructor student and student student synchronous communications and educational experiences. Students will be advised of the dates and times at the beginning of the course to allow for organization of schedules around the Internet conference or Blackboard Collaborate classroom. These synchronous events will also complement the face to face meetings and add another layer of personal, real time interaction. Asynchronous discussion areas will allow communication among students and between the students and the instructor that is not dependent upon location, day, or time. Faculty will incorporate a variety of other asynchronous group media tools to stimulate learning and interaction (e.g., discussion boards, wikis, and blogs ). The 13

21 selection of each modality used in the course will be driven by the content and learning objectives and the potential of the modality to provide the optimal learning experience and student student, and student instructor interactions. (See Sections IV.B. and VIII.E.2. for additional discussion on student interaction.) Anticipated student faculty ratio. It is anticipated that the required DNP didactic coursework doctoral courses will maintain a 10:1 student faculty ratio. The DNP practicum and capstone courses typically maintain a 3:1 or 4:1 student faculty ratio. C. Administrative Structure The Graduate School and the College of Nursing have direct responsibility for the general administration of the DNP program. Oversight is provided collaboratively by the College of Nursing Dean, Associate Deans, and the DNP program faculty. IV. Relationship to Existing Authorized Doctoral Programs A. Relationship Between Proposed Distance Education Program and Existing On Campus Program The proposed hybrid delivery DNP program, which will completely replace the existing program, will offer the same curriculum and course sequence as the current program. The conversion to hybrid delivery will have no negative effect. The inclusion of the current students with students in the hybrid program through extracurricular activities will afford both groups the opportunity to interact within a broader range of students of varied backgrounds. Students beginning the second DNP year will be completing the last DNP didactic course, NURS 6163, Health Outcomes: Measurement, Management and Analysis by summer This course will be offered in the traditional face to face delivery method. These students will transition to the DNP practicum and capstone courses in the fall of 2012; practicum and capstone courses are not affected by the change to the hybrid delivery method. B. Student Interaction Current DNP face to face program students will have access to the web based student interactive sites that are available to the proposed hybrid delivery students. Entering students in the proposed hybrid DNP program will be invited to an orientation which will include an overview of library services and technical support for distance coursework. This orientation will be available through Blackboard Collaborate. Faculty and library personnel will provide student directed access to desired skillbased training (e.g., data base searching, electronic access to TWU library, and use 14

22 of personal citation management tools). These planned training opportunities will be based on student needs and interests and will be sequenced across the course of the curriculum. Additionally, a DNP Student Forum site has been created. The DNP Student Forum Blackboard site is available only to students enrolled in the DNP program and DNP faculty and staff members. All student related documents are posted within this site (e.g., DNP Student Handbook, Degree Plan, IRB Application Materials and Procedures, samples of successful IRB applications, and DNP graduate digital portfolios). This site meets a logistical need and provides a practical mechanism to promote interaction among students. The DNP Student Forum contains a navigation menu with the following content: Announcements Curriculum Information and Program Progression o DNP Student Handbook o DNP Faculty o DNP Clinical Sites o Course Schedules o Text Book Requirements o Forms and Documents o Commencement Process Links to Useful TWU Websites o Bursar/Cashier o Graduate School o Library o Scholarships/Financial Aid DNP Opportunities o DNP News o Career Opportunities o Scholarships/Traineeships o Presentations by DNP Students o Organizations for DNP Students o DNP Student Grants o DNP Annual Symposiums Alumni Updates Digital Portfolios (past graduates) Discussion Boards o Student Exchange o Open Forum for Questions from faculty 15

23 V. Expected Enrollment A. Anticipated Head Count The third cohort of DNP students began coursework in the DNP program in June The first class of 16 students entered as a full time cohort in June Since that time, more DNP students have chosen part time articulation. Table 3 illustrates DNP enrollment in courses and graduation for the past three years. Table 3 DNP Enrollment and Graduation (2008 to 2011) Academic Year Fall Spring Summer Unduplicated Graduated Count NA NA Table 4 reflects the number of students admitted to the DNP program, the number of students admitted who did not enroll, and the number of students who withdrew from coursework. In all but one instance, course withdrawal occurred early in the first DNP course. The most frequent reasons cited for withdrawal were health problems and financial problems. During the 2011 fall semester, 32 DNP students will continue articulation through DNP courses, and 5 DNP students will be admitted to the program. With implementation of hybrid delivery of the DNP program, the proposed increase in enrollment will be 25 new admissions per academic year. Table 4 DNP Student Admission, Enrollment, Withdrawal, and Graduation (2008 to 2011) Admit Semester Number Admitted Number Withdraw Did Not Enroll Semester Graduated Number Graduated Summer May 2010 Aug 2010 Dec Fall May Spring May 2010 May Summer May 2011 Aug Fall Spring Summer Fall Spring Summer Fall

24 Anticipated annual enrollment will be 25 new students. Students can choose fulltime articulation and complete the degree in 24 calendar months. DNP students can also chose part time articulation with degree completion planned within 32 to 36 months. During the last two semesters of the DNP curriculum, most DNP students are enrolled in the DNP practicum, capstone, and elective coursework, maintaining at least 8 credit hours each semester. The anticipated admission numbers are conservative and are based on reliable sources of data from other doctoral programs when coursework changed from face to face delivery to hybrid delivery. B. Impact on Existing Face To Face Program The hybrid delivery program, which completely replaces the current program, will produce an increase in both numbers of DNP students and semester credit hour production. Existing administrative support will be continued. Additional funding will not be needed for clerical assistance or other non faculty resources such as space or equipment to support this growth. The program has a full time clerical assistant and adequate space and equipment to support growth. C. Student Projections TWU requires a minimum of six (6) students in graduate level courses. The projected enrollment of 25 new students every academic year will satisfy this minimum (See Table 5). Demonstrated student desire to enroll in hybrid delivery doctoral courses provides strong evidence that there will be sufficient students to ensure the economic viability of the hybrid delivery program. Actual applications and subsequent enrollment data from the initial DNP coursework to the present provide sound evidence for the program s growth. (See Section V.A.) Table 5 Projected DNP Enrollment and Graduation Numbers Academic Year New students (FT and PT) Returning Students Expected Attrition Graduating Students Y Y Y Y Y

25 VI. Faculty Resources A. Faculty Resources 1. Faculty credentials, specialty/contribution, related courses, and current program Involvement. All College of Nursing faculty members hold current unencumbered RN licensure, have graduate degrees in nursing, and teach in their area of expertise (see Appendix D). A particular strength of TWU is the predominance of College of Nursing faculty with doctoral preparation. The Dallas campus has 19 faculty members prepared at the doctoral level; the Denton campus has 12 faculty members prepared at the doctoral level, and the Houston campus has 26 faculty members prepared at the doctoral level. Nineteen of these 57 faculty members with doctoral preparation are also recognized by the Texas Board of Nursing as Advanced Practice Registered Nurses. All DNP faculty members who participate in DNP practicum courses are clinically current advanced practice nurses with doctoral preparation, national certification, and Texas APRN licensure. The current Coordinator of the face toface DNP program is a Certified Nurse Midwife with a PhD in Nursing. College of Nursing faculty members are allowed protected practice time within the context of a full time workload, which is a strength that promotes recruitment, retention, and clinical currency of DNP faculty. Current DNP faculty members and faculty from other colleges who teach required DNP coursework are listed in Table 5 with credentials, rank, certification, specialty, coursework, and role in the DNP curriculum. Additional qualified College of Nursing faculty may teach in the DNP program as needed. Qualified adjunct faculty are used as necessary to amplify faculty resources. Allocation of faculty resources. All faculty members are appointed on 9 month contracts; the dean and associate deans hold 12 month appointments. Each associate dean identifies needs for adjunct faculty for upcoming semesters and presents a request to the dean for allocation of these funds. The CON is currently interviewing full time DNP faculty applicants, and one additional faculty member will join the DNP faculty. DNP faculty to student ratios meet or exceed the requirements of regulatory agencies and professional nursing standards and are adequate to provide satisfactory student supervision. The number of DNP faculty who are clinically current, advanced practice nurses with doctoral preparation is a primary strength of the TWU DNP program. 2. Faculty training in Distance Education. Distance education faculty at TWU have numerous training and educational opportunities to improve technical skills for teaching online. TWU s Instructional Support Services (ISS) unit offers a variety of training sessions on the technical aspects of the current Course Management System (Blackboard). Web based resources are also available to support faculty 18

26 using Blackboard. Instructional Technology Services (ITS) provides a Help Desk service. Faculty may use the telephone, chat, or to receive assistance during regular business hours. TWU s Office of Distance Education (DE) provides a variety of services to educate faculty on promising practices in course development, distance delivery, and online pedagogy. DE provides numerous webinars on distance education topics throughout the academic year and coordinates the Online Educator Symposium each August to bring distance education faculty together to learn from each other. In the spring, DE also sponsors the elearning Lecture series to focus on a topic pertinent to DE faculty. DE also provides several programs that provide specialized faculty development to faculty members and programs converting existing courses and/or programs to distance delivery. DE also coordinates the Quality Matters TM (QM) Program at TWU. TWU has been an institutional subscriber to Quality Matters TM since TWU has an Institutional Representative and Certified QM Trainer, conducts its own QMrecognized training, and is moving to managing independent QM reviews. More than 85 faculty members and staff at the institution have gone through the training on Using the Quality Matters TM Rubric. More than 40 faculty and staff are QM certified peer reviewers. The DNP program intends to submit a four year program level plan for implementation of Quality Matters TM. Key elements of the plan include: 4 informal reviews of DNP courses per year for three years, 4 formal reviews of DNP courses per year for three years, and a commitment to have all faculty teaching in the program complete the Applying the QM Rubric workshop and the QM Peer Reviewer Certification training. At the conclusion of this three year period, the DNP intends to have 11 courses that have met expectations of the formal Quality Matters TM review process. The Office of Distance Education is the home to the TWU Instructional Design (ID) group. This group provides direct support to distance education faculty members and programs. Instructional designers are well versed in the distance education literature and assist faculty to plan, design, and manage courses using the best available practices and resources. ID provides a comprehensive set of web based resources to support faculty with teaching and learning at a distance. ID also supports the synchronous tool in use by DE courses (Blackboard Collaborate). Faculty members are trained on sound pedagogical strategies using this tool. Members of ID will work with the DNP Coordinator to create a series of workshops focused on instructional options for faculty teaching in the DNP 19

27 program. Given the strong research and clinical components, students will benefit from careful planning and attention to these elements. Planning and implementation will ensure that students in the program will undergo the types of experiences unique to a doctoral program. Faculty will also learn how to structure instructional activities to prepare students to assume roles as teaching faculty in the future. Collaboration, problem solving, scholarship, and reflective practices are all important teaching goals to prepare these students properly. In addition to the staff on the Denton campus, the Office of Distance Education has an Instructional Designer III located at both of TWU s centers in Dallas and Houston. These personnel are available to faculty in the DNP program to develop the structure and consistency needed for the online components of the hybrid DNP program. DNP program faculty members also have access to the full ID group to work on activities and structures for the face to face components of the program. 3. Support for start up development of courseware. Initial support will be provided by the TWU ID, DE, and ISS teams at no additional cost to the program. Instructional designers will address pedagogical issues and generate alternative instructional options to support faculty. The faculty member will plan and design the instructional sequencing of the course through collaboration with the ID and ISS personnel. Technical support for Blackboard will be provided by ISS, with pedagogical support provided by DE. B. Equipment, Software, Connectivity Needs Because this program is using Blackboard Learn as the major delivery system, students are subject to the same hardware requirements as other students at the university. No special hardware requirements are anticipated for students to access and use Blackboard. The hardware and software specifications are available at requirements.asp. Students may be expected to purchase a standard headset with microphone for any webconferencing sessions in Blackboard Collaborate. C. Facilities, Equipment, and Library The TWU Blagg Huey Library offers excellent support to faculty and students. The library supports the research and education of students, faculty, and staff with holdings of journals, books, and materials in electronic format, which are available through the Libraries Online Catalog. Students can access the resources needed to complete assignments from any location at any time. Information is available from a collection of 580,000 print titles. TWU subscribes to 180 databases which include 20

28 more than 46,000 electronic journals. In addition, the Library s collection contains more than 100,000 electronic books. Student communication with library staff. TWU has designated Subject Specialist Librarians. Each of these librarians is assigned to specific content areas. The College of Nursing has had a subject specialist librarian for several years. The Nursing specialist maintains a set of subject specific online materials and guidelines that are highly valuable to both students and faculty. These materials are available to all students in the CON. The students in hybrid delivery courses have ready access to library staff by or phone. They can access library personnel directly during any of the library hours by or telephone. Ask a Librarian is an asynchronous interaction tool that is available 24 hours a day. In addition, students can schedule an appointment for live chat or phone contact with the Nursing specialist librarian. The specialist librarian also assists students with their search techniques, use of personal reference management tools, obtaining materials through inter library loan, and locating those obscure publications that seem virtually impossible to find. The Nursing subject specialist also maintains electronic feeds with numerous journals, related publications, and governmental bodies. Nursing faculty members receive frequent updates on new books and publications on their research areas and professional interests. TWU Libraries provide online tutorials for doing research and online tutorials for specific databases linked from the Library home page. A mobile library app was implemented in Fall This allows students to access the TWU Library from any mobile device. Library resources availability to remote students. TWU participates in the Texas Library Sharing Program (TexShare). TexShare is a statewide partnership of academic and public libraries that allows students to borrow materials from Texas Libraries. The TWU Library is a member of the OCLC Reciprocal Borrowing Program enabling members to borrow materials from major universities throughout the United States. Interlibrary Loan Services enables the TWU library to deliver articles, books, and other resource materials directly to students and faculty. These services are available to all TWU students. Available online databases. The Library provides online access to its own catalog of library resources and to multiple online databases that are directly pertinent to Nursing. These resources include the following: ACS Web Editions Alt HealthWatch Anatomy.tv CINAHL Plus with Full Text Consumer Health Complete 21

29 Dissertation Abstracts Online Films on Demand Health and Psychosocial Instruments Health Reference Center Academic Health Sciences: A SAGE Full Text Collection Health Source Nursing/Academic Edition Nursing Collection (Journals at Ovid Full Text) MEDLINE with Full Text ProQuest Nursing & Allied Health Source PubMed Remote Salem Health ScienceDirect Scopus STAT!Ref A key initiative in Nursing Education is a drive toward excellence in the form of evidence based practice. The Libraries database collection also includes ACP PIER & AHFS DI Essentials, Cochrane Library, and STAT!Ref Evidence Alerts, which are evidence based medicine databases. The Library s electronic resources are available to TWU faculty and students through Internet access on a secure server. VII. Financial Support A. Anticipated Costs Cost of training and course preparation. The College of Nursing DNP faculty members have strong preparation and experience in online delivery of course content. Several have also completed the Quality Matters TM training program provided by the TWU Office of Distance Education (DE). This training is supplemented with ongoing distance education training programs that are provided at no additional cost to the program. DE also provides direct pedagogical support through the Instructional Design team (ID). These distance learning professionals are available to individual faculty members to assist with course design and methodology within Blackboard. They are readily available to provide collaboration and oversight on meeting best practices in program delivery. ID support is also provided to the program at no additional cost to the program. Startup processes will not result in additional costs. The DNP faculty members are in the process of becoming prepared to successfully convert their DNP courses to hybrid delivery. B. Budget The Anticipated Sources of Funding document (see Appendix E) provides a five year projection of the program s funding beyond the current level of funding for the 22

30 existing face to face program. The first two years of the proposed program are not included in the formula funding projections. However, the students enrolled in each of the five academic years will generate three sources of funding per semester credit hour (SCH): 1. Board authorized tuition at the rate of $163/SCH ($118 + $45 graduate supplement) 2. College of Nursing Board authorized tuition at the rate of $25/SCH 3. Distance Education fees at the rate of $30/SCH Additional formula funding will be applicable to program costs after the first two years. Appendix E includes complete budget data on sources of income for the first five academic years of the program. Data for each year were calculated to represent only the anticipated additional funding that would be generated by converting the program to hybrid delivery. The Costs to the Institution of the Program Administrative Change document (see Appendix F) presents the projected costs associated with the program. There are no new or reallocated faculty salary costs. Faculty members are currently teaching the same courses in the same frequency as those that will be taught in the hybrid program. There will be no need to provide duplicative face to face courses as all current campus based students will be at in the last year of the program (practicum and capstone). In addition, there will be no need for new or reallocated administrative or clerical costs. The existing structure/arrangements will remain in place and will not require additional funding. Graduate assistantships. The hybrid program will offer new graduate assistantships to outstanding students. These experiences will provide meaningful learning opportunities and will also provide financial support. Appendix F projects the cost associated with such assistantships for the first five academic years. Costs of the proposed assistantships will be funded through DE fees associated with the DNP courses. Supplies and materials. It is anticipated that the hybrid program will result in a significant increase in enrollment in the DNP program. This will result in increased costs of supplies and materials (e.g., copying, long distance phone conference expenses, mail, and duplications of CD and DVD materials prepared for student review). Appendix F projects the supplies and materials costs for the first five academic years of the program. Costs of the proposed supplies and materials will be funded through the DE fees associated with the DNP courses. DE costs to program. Texas Woman s University funds the Office of Distance Education through a $12/semester hour distance education fee, which is part of each course s distance education fee. 23

31 Gap between program income and cost. Based on the budget information above, it is anticipated that the conversion of the DNP program to hybrid delivery will not create a negative gap between program income and cost. C. Financial Support All of the students in the DNP program are practicing Advanced Practice Registered Nurses, and the majority of these students continue their full time practice as health care providers throughout the DNP program. The job market for Advanced Practice Registered Nurses is extremely positive with nurse practitioners in high demand in all regions of the state. DNP students will be eligible to apply for TWU scholarships. TWU financial aid will also be available to students on an as needed basis. Since 2008, a total of 55 students have enrolled in coursework in the DNP program. Four DNP students have served as Graduate Assistants, and an additional four DNP students received nurse traineeship funds. In addition, several DNP students have received tuition support from their employers. The U.S. Army has provided total DNP educational support for one student, who is currently enlisted. VIII. Additional Distance Delivery Considerations A. Adherence to Principles of Good Practice This program adheres to the Principles of Good Practice, and the Texas Higher Education Coordinating Board s distance education rules and policies as stated in Appendix G. B. Delivery Modes As described in previous sections of this proposal, all required courses in the proposed hybrid DNP program will use a hybrid methodology. The majority of the content will be delivered online with face to face meetings reserved for participant interactions and synthesis. Additional technological teaching learning tools will be used to provide feedback and to drive interactions within the courses. The Blackboard Learn system will serve as the primary vehicle for course delivery. Blackboard and associated tools will meet the asynchronous requirements for the program. Blackboard Collaborate (integrated into Blackboard) will meet the synchronous requirements for the program. The combination of these tools will facilitate the delivery of content and interactions between faculty student and student student. Instructors will incorporate a variety of other tools such as wikis, blogs, podcasts, and webinars to meet specific learning outcomes and to drive appropriate types of interactions within each course. Such tools will be individually selected to provide students with the optimal learning experiences based on student learning outcomes and course content. 24

32 Specific meeting sites. Face to face classroom meetings will be held on one of TWU s campuses twice a semester for each organized class course. Students will be informed of the dates and times for the face to face meetings during the registration process each semester. The faculty will ensure that the face to face learning environment is accessible to all students and will provide a comfortable setting that is conducive to both small group and seminar style learning. Students will be provided with travel information and prearranged recommendations for hotel accommodations. Campus based security personnel will be fully apprised of the scheduled workshops and aware of DNP student presence on campus. These sessions will be scheduled to be congruent with the university s standard hours of operation. C. Collaborative Arrangements No collaborative arrangements are included in this proposal. D. Program Differences 1. Student admission and advisement. There will be no differences between the proposed hybrid delivery program and the existing program in student admission or advisement processes/procedures. 2. Qualifying and other exams. There will be few differences between the proposed hybrid delivery program and the existing program in the examination processes/procedures except that exams included in the hybrid doctoral courses may be delivered online. 3. Independent study. The hybrid delivery program will include expectation for students enrolled in coursework such as independent studies or professional capstone projects to meet face to face with the instructor as necessary. Dates and times are to be arranged between the student and the instructor. 4. Courses and sequencing. There will be no differences between the proposed hybrid delivery program and the existing program in required core courses and the sequencing of such courses. 5. Library access. It is anticipated that many of the students enrolled in hybrid delivery may reside too far away for regular access to the TWU s physical library buildings. DNP students will have full access to library holdings, databases, and online professional journals through the library s extensive subscriptions and excellent electronic access. TWU employs multiple reference library staff with 25

33 considerable experience and expertise in meeting the learning needs of online students. They are readily available by phone, live chat, or by and are enthusiastic in assisting online students. Their courtesy and competency has been consistently observed by students and faculty enrolled in the other hybrid course offerings within the College of Nursing. Library accessibility is also addressed in Section VI.C. and Section VIII.D.6 of this proposal. 6. Accommodations for students with special needs. It is anticipated that some students in the proposed hybrid delivery program may require different assistance from that provided within the existing program. TWU maintains an Office of Disability Support Services that is very effective in helping faculty and students identify reasonable accommodations for students with special learning needs. E. Student Interactions 1. The orientation process. The orientation will be provided for entering students prior to the beginning of each semester. This orientation will provide an introduction to TWU student services and to the hybrid delivery format with training by Library and Instructional Support Services personnel. The attendees practice skills they will need to successfully navigate the Blackboard site. Computer skill acquisition will occur in the computer lab where students have an individual computer and can access an actual course and participate in this course as if they were actually enrolled. These training sessions will be digitally recorded and posted in the Blackboard DNP Student Forum site for student reference following the orientation. Students will also receive training on using databases for literature searches. In addition, students create their own RefWorks account and begin to build their personal library of references. Their personal TWU RefWorks account can be accessed from any Internet device. The orientation will also emphasize the importance of the students getting to know each other, identifying shared interests, and starting to create a genuine sense of community. The students are also provided an orientation to the DNP handbook. There will be an open discussion time to address students questions. 2. Instructor student interaction throughout the program. The orientation and student interaction process is continued each semester the student is enrolled. The hybrid delivery program may actually increase the DNP student sense of community in several ways. For example, unlike the current program, the hybrid delivery model actually schedules time for students to interact with each other during the required face to face meetings. First year students will be directly connected to students who are further along in their coursework during designated activities. Students will be able to engage in discourse with other students from both similar and diverse practice settings and connect with others with similar interests in clinical scholarship. In addition, contemporary technology will afford 26

34 new venues to enhance the students sense of community. The availability of TWU s Blackboard Collaborate tool and Internet conferencing allows students the opportunity to see each other in real time via webcam and interact at any time of the day at no cost. The proposed hybrid delivery DNP program will make maximum use of state of theart technology. The required face to face meetings will be structured to promote the formal and informal exchanges that are fundamental to the doctoral learning experience. Face to face meetings will also be required for all independent study, practicum, and capstone courses, as needed. Faculty members recognize the importance of maintaining a mentoring protégé relationship with the doctoral student and affirm their commitment to facilitating such processes. (See Sections III.B., IV.B., and VI.B. for additional comment on tools/techniques/methods to facilitate interaction.) 3. Residency requirements. The DNP program was originally designed to enable students to complete clinical practicum experiences in health care facilities where these students live and work. Most of the students have continued to provide health care as advanced practice nurses while pursuing the DNP. The average student completes 6 to 8 credit hours every semester (fall, spring, and summer) and works full time. Over the initial 3 year cycle of data collection, the average full time student completed the DNP program in 24 months and the average part time student completed the program within 36 months. DNP students are dedicated and goal oriented. Faculty members facilitate each student s timely progression by being highly accessible and responsive to student needs. Such availability is of particular importance during the practicum/capstone phase of the curriculum. 4. Advising process. The DNP Coordinator serves as the student s administrative advisor throughout the program. The DNP Coordinator and the student s Academic Practice Mentor guide the student in selection of elective courses. The student s Academic Practice Mentor also serves as the student s primary coursework and clinical scholarship advisor during the practicum and capstone experiences. Advising materials are posted on the TWU DNP website and in the DNP Student Forum on Blackboard. (See Section IV.B. for elaboration on student organization site.) 5. Capstone requirements and oversight. The professional capstone is a clinical inquiry project based upon selection and implementation of evidence based interventions supported through informatics and technological advances. The clinical inquiry project employs measurement and analysis and is focused on a specific clinical site or population. The chair of the student s capstone committee works with the student to create the capstone committee. The committee consists of at least 3 TWU faculty members and includes a faculty member with expertise in quantitative data analysis and outcomes measurement. The student, the capstone 27

35 chair, and committee members will meet face to face or through webconferencing as necessary. With the assistance of the chair, the student composes the initial capstone proposal. The committee than meets with the student and evaluates the proposal. Following committee approval, the DNP student submits the proposal to the Texas Woman s University Institutional Review Board as well as to other needed Institutional Review Boards, as required (e.g., hospitals). Following IRB approval(s), the DNP student may begin the process of data collection and analysis. Currently, the chair and the capstone committee members connect with the student either in face to face meetings or through webconferencing to discuss the project and to assist the student with data analysis. This process will continue with the hybrid DNP program. The capstone project includes poster presentations, public presentations of findings, and submission of an article for publication in a peer reviewed scholarly journal. IX. Evaluation A. Program Quality The College of Nursing participates in accreditation though the Commission of Collegiate Nursing Education (CCNE). The DNP program received initial CCNE accreditation in 2009 for the longest possible duration of 5 years, with no compliance recommendations. The DNP program will be reviewed again by CCNE with the TWU CON master s and undergraduate programs in The TWU Office of Institutional Improvement monitors academic progress on student learning objectives. The TWU DNP program has completed its review. In addition, every academic degree is subject to ongoing programmatic reviews conducted by the TWU Graduate Council. There will be no changes in the monitoring provided for the proposed hybrid DNP program. Quality Matters is a nationally recognized, faculty centered, collegial review process to address quality issues in online courses. The rubric used in the review process is based on national standards of best practice, the research literature, and certain instructional design principles. The review process is designed to be faculty driven, flexible, and collaborative (Quality Matters TM, 2010). The DNP program intends to submit a four year plan for program implementation of Quality Matters TM. This plan will be reviewed by the Quality Matters TM Academic Advisory Council. The DNP plan will include plans for the informal and formal review of 11 courses in the DNP program over the course of four years. The DNP program 28

36 plans for all DNP faculty members to complete the Applying the QM Rubric course and encourages these faculty members to become certified peer reviewers B. Participant Satisfaction Faculty and student satisfaction is evaluated by gathering and analyzing data from faculty, enrolled students, graduating students, and graduates. These evaluations are accomplished through anonymous online surveys. This evaluation is an integral role of the CON Program Evaluation Committee that, in accordance with CON Bylaws, directs evaluation activities and data collection and informs the CON Faculty Organization membership of the progress toward attainment of CON Goals. These activities also fulfill the university s Institutional Effectiveness Plan. Course evaluations. Each Blackboard DNP course includes a course evaluation survey adapted from the CON Program Evaluation Committee form. In addition, all hybrid delivery courses in the DNP program will be evaluated through the standardized TWU course evaluation system. This evaluation process occurs each semester and addresses overall student satisfaction with course content, method of instruction, instructor availability, along with identification of strengths and weaknesses of the course/instructor. Such student evaluations are included as part of the faculty annual performance evaluation. TWU distributes evaluation forms to all students. Mid curricular and graduate evaluations. DNP students complete anonymous midcurriculum course evaluations of all coursework in June of the second year of coursework. This evaluation is administered in class at the beginning of the summer session. DNP students who will graduate complete a summative DNP curriculum evaluation in April of the last semester. Faculty evaluation. DNP faculty members meet throughout the year to discuss curriculum and faculty satisfaction with coursework. These meetings include scheduled time for informal discussion on student issues and/or faculty concerns. Such meetings provide an opportunity for timely feedback and speedy resolution of issues related to hybrid delivery of DNP content. These effective measures to evaluate student and faculty evaluation will be unchanged for the hybrid DNP program. C. Assessment Procedures The doctoral program will maintain its commitment to ongoing analysis of the program s overall effectiveness. The established student learning outcomes and performance measures will be continued into the conversion to hybrid delivery. 29

37 This will help to ensure continuity and integrity of the hybrid delivery format. The outcomes measures are rigorous and have direct, real world applicability. They are consistent with TWU Institutional Effectiveness data collection expectations. The CON participates in the American Association of Colleges of Nursing partnership with the Educational Benchmarking (EBI) services. The Post Graduation Survey reviews the graduate s accomplishments 1 year after graduation. Data gathered include (a) changes in contact information, (b) area of practice, (c) current position, (d) clinical privileges/certifications obtained, and (e) scholarly and professional activities since graduation. Alumni Surveys will be sent to all DNPs who graduated within the past 3 years. Information gathered will include (a) current contact information; (b) current position/area of practice and if the graduate is working in an underserved or rural area; (c) further education, fellowships, and certifications; (d) scholarly and professional activities and publications since graduation; (e) how well the DNP program met personal and professional needs/goals; (f) satisfaction with the program in relation to preparation for the workplace; and (g) suggestions for improvement. Employer Surveys will be used to obtain feedback from important stakeholders in the communities who have hired DNP graduates within the past 3 years. They will be asked to describe the role expectations of the DNP graduate. Then, alumni will be asked to have their current employers complete an evaluation that covers the employer s satisfaction with the DNP graduate in relation to fulfilling position requirements. Data from employer, student, and graduate surveys will be collated and a thorough formative evaluation will be conducted. Summative data will then be used to guide DNP course and program revisions. D. Use of Assessment The DNP program is committed to excellence. Ongoing review of assessment results and implementation of needed changes is critical to providing the optimal educational experience for the students. The program s mission and vision statement serve as the guideposts for interpreting assessment results. The faculty will develop annual action plans with associated implementation dates to measure the effectiveness of such interventions. The program will conduct an annual review of student satisfaction, student productivity, faculty productivity; input from the range of stake holders will facilitate annual systematic analysis of the program and generation of plans to affect the quality of the program. The TWU DNP program has an established history of programmatic analysis and changes implemented based on the results. This is evidenced in the above 30

38 discussion on student learning outcomes and curriculum changes. The current review process and implementation will continue in the hybrid delivery model. 31

39 References American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Washington, D.C.: Author. Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing at the Institute of Medicine; Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. Washington, D.C.: The National Academies Press. Texas Center for Nursing Workforce Studies in Collaboration with the Texas Board of Nursing. (2010). Nursing education program information survey. Retrieved August 31, 2011 from Texas Board of Nursing. (2010). Currently Licensed Texas RNs Recognized as Advanced Practice Nurses by County and Recognition Group. Retrieved August 31, 2011 from apn.pdf. Texas Woman s University Institutional Research and Data Management. (2011). Texas Woman s University academic program review. Retrieved August 31, 2011 from Texas Woman s University Institutional Research and Data Management. (2011). Texas Woman s University fact book. Retrieved August 31, 2011 from research/fact book.asp 32

40 Appendix A TWU, College of Nursing, and DNP Mission and Goals Congruency 33

41 TWU, College of Nursing, and DNP Mission and Goals Congruency Texas Woman s University Mission College of Nursing Mission Doctor of Nursing Practice Mission University Mission Statement: Texas Woman s University is a notable institution, primarily for women, dedicated to excellence through academic achievement, research and creativity, innovation and collaboration and committed to fiscal accountability. TWU s academic and social environment empowers students by inspiring intellectual curiosity and lifelong learning, embracing scholarship and research, developing leadership and personal responsibility, and promoting diversity and respect for all individuals. TWU educates students to succeed as they pursue careers, research or graduate study in the liberal arts and sciences and health, education, and business professions. By setting high expectations and high ideals, TWU prepares its graduates to lead personally and professionally fulfilling lives. Academic Mission Statement for TWU: Texas Woman s University is a notable institution, primarily for women, dedicated to excellence through academic achievement, research and creativity, innovation and collaboration and committed to fiscal accountability. TWU s academic and social environment empowers students by inspiring intellectual curiosity and lifelong learning, embracing scholarship and research, developing leadership and personal responsibility, and promoting diversity and respect for all individuals. TWU educates students to succeed as they pursue careers, research or graduate study in the liberal arts and sciences, health, education, and business professions. By setting high expectations and high ideals, TWU prepares its graduates to lead personally and professionally fulfilling lives. College of Nursing Mission: The College of Nursing seeks to support and empower students of all ages and ethnic groups to address the health care needs and issues of the people in Texas, the nation and the world through acquiring nursing knowledge and leadership skills for entry level, advance practice and scientific roles by integrating health promotion and disease prevention with diverse groups in a time of rapid technological and societal change. Doctor of Nursing Practice Mission: The TWU Doctor of Nursing Practice is designed to prepare Nurse Practitioners and Certified Nurse Midwives to function as expert clinicians who integrate and evaluate evidenced based practices in acute and primary care settings. The DNP curriculum broadens and expands upon the skills of the master's prepared Advanced Practice Registered Nurse (APRN) to include: enhanced clinical expertise; implementation of healthcare informatics technologies; and to increase depth in the application of scientific advances and health care organizational concepts to nursing practice. 34

42 Texas Woman s University Goals College of Nursing Goals Doctor of Nursing Practice Goals Size: TWU will enroll a minimum of 14,000 students (including distance learners). Size, Diversity, Retention I. Build and retain a diverse and qualified student body reflective of the population of Texas. Enroll a qualified and diverse student body which mirrors the Texas population. Expand the undergraduate and graduate nursing enrollment according to the projections outlined in the document titled TWU Total Enrollment ( ). Facilitate the retention and progression of undergraduate nursing students to achieve an 85% graduation rate within 36 months of entry into the nursing upper division program. Recruit and retain a diverse student enrollment for the Nursing Education master s program to graduate a minimum of 20 students annually by Increase the retention of students to achieve a 70% graduation rate from the master s nursing programs within six years of entry into the program. Maintain doctoral graduation rates of 80% by six years and 90% by ten years from entry into program. 35 Aggregate Student Outcomes I. Create and implement a post Master s hybrid Doctor of Nursing Practice Program that will produce clinical nurse experts uniquely qualified to deliver care to all populations, including rural and underserved populations, through: Intense clinical training in the provision of culturally competent care, Translation of evidence based science into practice, Incorporation of the sequence based, genomic paradigm into evidence based care Implementation of technological innovations, information science, and evaluation of practice outcomes. Build and retain a diverse, qualified DNP student body of Advanced Practice Registered Nurses who represent expert Certified Nurse Midwifery and Nurse Practitioner clinical practice. TWU will admit qualified post master s APRNs to the hybrid DNP Program (Benchmarks: , , ,) who will represent the cultural diversity of Texas. Facilitate student progression to achieve an 80% graduation rate in 4 years and a 90% graduation rate within 5 years. (Benchmark: TWU will graduate 12 DNPprepared APRNs/year beginning in 2014)

43 Texas Woman s University Goals College of Nursing Goals Doctor of Nursing Practice Program Goals Quality: TWU will graduate students who have the knowledge, skills and abilities to excel in their careers in the 21st century. Quality and Excellence in Learning II. Provide a learning environment that demonstrates excellence in nursing education through evidencebased teaching, which will enable students to acquire knowledge and skills to contribute as members of the nursing profession and as productive members of society. Aggregate Faculty Outcome II. Provide a doctoral learning environment through hybrid technologies that demonstrates excellence in nursing education and evidence based teaching, which will enable DNP students to acquire knowledge and skills to contribute as nursing leaders at the highest level of clinical practice. Reputation: TWU will achieve a significant number of nationally known programs and faculty and be recognized for excellence. Identify and develop strategies to address barriers inhibiting the recruitment, hiring, and retention of qualified nursing faculty, as reflected by a faculty vacancy rate less than 8%. Apply innovative educational technologies, including evidence based human simulation for increased competency in clinical nursing practice. Increase to 90% the number of traditional baccalaureate clinical courses using low fidelity and high fidelity human patient simulation for clinical learning experiences At least 5% of the online courses (> 51% of content online) taught in the undergraduate and graduate nursing programs will be designated a Quality Matters TM (or other University designated supported measure) recognized course. Aggregate Faculty Outcomes Recruit and retain DNP faculty members who are clinically expert Advanced Practice Registered Nurses with doctoral preparation and who will serve as role models for the highest level of clinical professional practice. Incorporate advanced information technologies within hybrid programming of clustered workshops at the beginning and end of each semester using the Blackboard platform; state of the art library and database access; online, ondemand recorded video of classroom lectures; and virtual classroom experiences through webconferencing to enhance access and facilitate DNP education. Apply for Quality Matters TM certification of DNP online nursing courses. Design hybrid courses so online components are consistent with quality standards. 36

44 Texas Woman s University Goals College of Nursing Goals Doctor of Nursing Practice Program Goals Reputation: TWU will become a destination for graduate study and applied research in the professional field and be recognized as such. Reputation II. Provide a learning environment that demonstrates excellence in nursing education through evidencebased teaching, which will enable students to acquire knowledge and skills to contribute as members of the nursing profession and as productive members of society. Aggregate Student Outcomes Generate a DNP graduate cadre of clinically expert nursing faculty who will model the integration of evidence based advanced practice, clinical leadership, and clinically relevant inquiry at the highest level. Benchmarks: From each graduating class, 4 DNP graduates will be employed as fulltime or part time nursing faculty and an additional 4 DNP graduates will precept APN students within 3 years of graduation. Produce a cohort of DNP nurse leaders who will receive the training and skills needed to lead and function effectively within inter professional teams, create innovative, collaborative corporate/community/agency partnerships, and shape health care policy leading to culturally competent care and the eradication of healthcare disparities. Benchmarks: From each graduating class,4 DNP graduates will function within or lead inter professional teams and 7 DNP graduates will serve in leadership roles in communities, healthcare agencies, state/national government positions, or in professional organizations with two years following graduation 37

45 Appendix B DNP Curriculum 38

46 DNP Curricular Hour Categories and Semester Credit Hours Categories Semester Credit Hours Foundation Courses (Master s degree in APN specialty) Courses required of all DNP students 40 Elective courses 6 Total post bachelor s degree coursework Full Time Hybrid Program DNP Articulation The proposed change in program status from face to face (F2F) course delivery to a hybrid course delivery is specified within the table. Semester Courses Credit I (Summer) NURS 6023 Philosophy of Nursing (F2F hybrid) HSM 5003 Management of Health Services (hybrid) Total Hours II (Fall) III (Spring) IV (Summer) V (Fall) VI (Spring) NURS 6033 Ethical Dimensions of Nursing (F2F hybrid) LS 5363 Health Sciences Information Services (online) BIOL 6903 Health Care Genetics (F2F hybrid) Total Hours NURS 6043 Policy, Power, and Politics (F2F hybrid) NURS 6313 Epidemiology, Health Promotion, and Research in Advanced Nursing Practice (F2F hybrid) NURS 6323 Informatics and Research in Nursing and Health Care (F2F hybrid) Total Hours NURS 6163 Health Outcomes: Measurement, Management, & Analysis (F2F hybrid) Elective (hybrid or online) Total Hours NURS 6035 DNP Integrative Practicum (Practicum) NURS 6303 Professional Capstone Project (Capstone) Total Hours NURS 6045 DNP Integrative Practicum II (Practicum) Elective (hybrid or online) Total Hours

47 Part Time Hybrid Program DNP Articulation The proposed change in program status from face to face (F2F) course delivery to a hybrid course delivery is specified within the table. Semester Courses Credit I (Summer) NURS 6023 Philosophy of Nursing (F2F hybrid) Total Hours 3 3 II (Fall) LS 5363 Health Sciences Information Services (online) NURS 6033 Ethical Dimensions of Nursing (F2F hybrid) Total Hours III (Spring) NURS 6043 Policy, Power, and Politics (F2F hybrid) NURS 6323 Informatics and Research in Nursing and Health Care (F2F hybrid) Total Hours IV (Summer) HSM 5003 Management of Health Services (hybrid) Total Hours 3 3 V (Fall) VI (Spring) VII (Summer) VIII (Fall) IX (Spring) BIOL 6903 Health Care Genetics (F2F hybrid) Elective (hybrid or online) Total Hours NURS 6313 Epidemiology, Health Promotion, and Research in Advanced Nursing Practice (F2F hybrid) Elective(hybrid or online) Total Hours NURS 6163 Health Outcomes: Measurement, Management, & Analysis (F2F hybrid) Total Hours NURS 6035 DNP Integrative Practicum I (Practicum) NURS 6303 Professional Capstone Project (Optional) Total Hours NURS 6045 DNP Integrative Practicum II (Practicum) NURS 6303 Professional Capstone Project (Optional) Total Hours

48 DNP Coursework: Nursing and Basic Science Foundation, Administration and Informatics, Clinical and Capstone The proposed change in program status from face to face (F2F) course delivery to a hybrid course delivery is specified within the table Nursing and Basic Science Foundation Courses NURS 6023 Philosophy of Nursing Science (FTF hybrid) (3 credits) NURS 6033 Ethical Dimensions of Nursing (FTF hybrid) (3 credits) NURS 6043 Policy, Power, and Politics (FTF hybrid) (3 credits) NURS 6163 Health Outcomes: Measurement, Management and Analysis(FTF hybrid) (3 credits) Administration and Informatics Foundation Courses HCA 5003 Management of Health Services Organizations (hybrid hybrid) (3 credits) LS 5363 Health Sciences Information Services (online) (3 credits) or LS 5533 Internet Research for Non Library Science Majors (online) 3 credits or LS 5553 Electronic Information Retrieval for Non Library Science Majors (online) 3 credits Clinical and Capstone Courses NURS 6035 DNP Practicum I (Clinical practicum clinical practicum) (5 credits) NURS 6045 DNP Practicum II (Clinical practicum clinical practicum) (5 credits) NURS 6303 Professional Capstone Project (capstone capstone) (3 credits) NURS 6313 Epidemiology, Health Promotion, and Research in Advanced Nursing Practice(FTF hybrid) (3 credits) NURS 6323 Informatics and Research in Nursing and Health Care(FTF hybrid) (3 credits) BIOL 6903 Health Care Genetics (FTF hybrid) (3 credits) Total: 21 Credits 6 Credits 13 credits 41

49 Menu of Suggested DNP Elective Course Menu (includes online and hybrid coursework available to DNP students) Nursing Education NURS 5203 Theoretical Bases for Nursing Education (3 credits) (online) NURS 5253 Curriculum Design and Management in Nursing (3 credits) (online) NURS 5263 Educational Communication and Technologies of Instruction (3 credits) (online) NURS 5273 Measurement and Assessment in Nursing (3 credits) (online) NURS 5293 Teaching Practicum in Nursing (3 credits) (online) Health Systems Management Business BUS 5263 Organizational Behavior in Business Administration (3 credits) BUS 5523 Management and Organization (3 credits) BUS 5533 Advanced Management Information Systems (3 credits) HSM 5033 Health Services Human Resources Management (3 credits) HSM 5043 Legal Foundations of Health Care Administration (3 credits) HSM 5183 Health Resources and Policy Analysis (3 credits) Health Studies HS 6423 Global Health (3 credits) (hybrid) HS 6563 Health Advocacy and Leadership (3 credits) (hybrid) 42

50 Appendix C Matrix of DNP Courses, Objectives, and Content Correspondence with AACN Essentials 43

51 Matrix of DNP Courses, Objectives, and Content Correspondence with AACN Essentials COURSE Semester 1 (Summer) NURS Philosophy of Nursing Science. Overview of concepts related to philosophy, philosophy of science, and philosophy of nursing. Includes exploration and analysis of major philosophers, comparison of Eastern and Western philosophy, and the contribution of these philosophies to the origin and the development of nursing philosophy and science. No prerequisite. Three lecture hours per week. Credit: Three hours. DNP ESSENTIALS CONTENT Essential I: Scientific Underpinnings for Practice Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursing practice. Use science based theories and concepts to: determine the nature and significance of health and health care delivery phenomena; describe the actions and advance strategies to enhance, alleviate and ameliorate the phenomena as appropriate; and evaluate outcomes Develop and evaluate new practice approaches based on nursing theories and theories from other disciplines. Content: Philosophical, ethical, and historical issues inherent in the development of science and the phenomena of concern to nursing practice Theories appropriate to practice, e.g. theories derived from the sciences such as nursing, psychology, sociology, and medicine 44

52 COURSE Semester 1 (Summer or Fall) HSM Management of Health Services Organizations. Introduction to the theories, concepts, techniques, functions, and methods of management as they relate to health systems organizations generally, with specific emphasis on hospitals. Three lecture hours per week. Credit: Three hours. DNP ESSENTIALS CONTENT Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking Ensure accountability for quality of health care and patient safety for populations with whom they work. Develop and/or monitor budgets for practice initiatives. Essential V: Health Care Policy for Advocacy in Health Care Critically analyze health policy proposals, health policies and related issues from the perspective of consumers, nursing, other health professions, and other stakeholders in policy and public forums. Advocate for social justice, equity, and ethical policies within all healthcare arenas. Content: Quality improvement methods (e.g., rapid cycle movement) Cost effectiveness for evaluation of practice initiatives Principles of business finance, economics, and health policy as related to clinical care delivery Basic business planning for practice initiatives Organizational foundations of clinical systems dynamics Organizational assessment of healthcare organizations Care delivery models Legislative and regulatory structure, processes, and outcomes Public and private organizational governance structures Techniques for policy analysis and implementation Advocacy for communities and populations Public relations and use of media Consequences of policy interventions including economic and market impact Impact of global health care issues on policies Social justice and ethical aspects of policy 45

53 COURSE Semester 2 (Fall) LS Health Sciences Information Services. History and development of the health sciences information environment; structure, functions, and service patterns; administrative and technical problems; health sciences literature; information needs, resources, and reference services; networks; trends. No prerequisite. Three lecture hours per week. Credit: Three hours. DNP ESSENTIALS CONTENT Essential IV: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care: Design, select, use, and evaluate programs that evaluate and monitor outcomes of care, care systems, and quality improvement including consumer use of health care information systems. Analyze and communicate critical elements necessary to the selection, use, and evaluation of health care information systems and patient care technology. Evaluate consumer health information sources for accuracy, timeliness, and appropriateness. Content: Information systems information/technology to support: Analysis and retrieval of relevant literature and other data for evidence based practice Education (web based learning, web based tools, patient intervention web tools) Classification systems and taxonomic vocabularies (documentation of patient status, care interventions, and outcomes) Standards/principles for selecting and evaluating information systems and patient care technology Information technology to support consumer s use of information 46

54 COURSE Semester 2 (Fall) BIOL Health Care Genetics Human genetics and gene abnormalities; incorporation of sequence based health care within evidence based practice targeted to health care professionals. No prerequisite. Three lecture hours a week. Credit: Three hours. DNP ESSENTIALS CONTENT Essential 1: Scientific Underpinnings for Practice The discipline of nursing is focused on: The principles and laws that govern the life process, well being, and optimal function of human beings, sick or well; The patterning of human behavior in interaction with the environment in normal life events and critical life situations; The nursing actions or process by which positive changes in health status are affected. The wholeness or health of human beings recognizing they are in continuous interaction with their environments. The DNP program prepares the graduate to: Use science based theories and concepts to: Determine the nature and significance of health and health care delivery phenomena; Describe the actions and advanced strategies to enhance, alleviate, and ameliorate health and health care delivery phenomena as appropriate; and Evaluate outcomes. Content: Sciences that explicate human biology, including genomics, psychosocial processes, and complex organizational structures. 47

55 COURSE Semester 2 (Fall) NURS Ethical Dimensions of Nursing. Examines ethical issues in contemporary nursing practice from the perspective of nursing and genetics as a moral enterprise. Focuses on nurses making informed and responsible choices that shape the future of society as well as the nursing profession. Traditional and contemporary ethical positions will be explored as they apply to common ethical and moral problems found in nursing. No prerequisite. Three lecture hours per week. Credit: Three hours. DNP ESSENTIALS CONTENT Essential I: Scientific Underpinnings for Practice Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursing practice. Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking Develop and/or evaluate effective strategies for managing the ethical dilemmas inherent in patient care, the health care organization, and research. Essential IV: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Provide leadership in the evaluation and resolution of ethical and legal issues within healthcare systems related to the use of information, information technology, communication networks, and patient care technology. Essential V: Health Care Policy for Advocacy in Health Care Critically analyze health policy proposals, health policies and related issues from the perspective of consumers, nursing, other health professions, and other stakeholders in policy and public forums. Advocate for social justice, equity, and ethical policies within all healthcare arenas. Content: Philosophical, ethical, and historical issues inherent in the development of science and the phenomena of concern to nursing practice Ethical decision making and strategies to manage ethical dilemmas in organization and business Ethical, accrediting, regulatory, legal issues, intellectual property, and data security, privacy and accountability Social justice and ethical aspects of policy patient care, research, practice management and/or the health care organization or environments 48

56 COURSE Semester 3 (Spring) NURS Epidemiology, Health Promotion, and Research in Advanced Nursing Practice** Analyses of epidemiological, bio statistical, environmental, genetic, behavioral, and socioeconomic data to evaluate interventions and health care delivery models. Incorporates evidenceappraisal from national data bases and identification of evidence based guidelines for health promotion and disease prevention. Prerequisite: LS 5363 or consent of faculty. Three lecture hours per week. Credit: Three hours. DNP ESSENTIALS CONTENT Essential VII: Clinical Prevention and Population Health for Improving the Nation s Health Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health. Synthesize concepts, including psychosocial dimensions and cultural diversity, related to clinical prevention and population health in developing, implementing, and evaluating interventions to address health promotion/disease prevention efforts, improve health status/access patterns, and/or address gaps in care of individuals, aggregates, or populations. Evaluate care delivery models and/or strategies using concepts related to community, environmental, and occupational health, and cultural and socioeconomic dimensions of health. Content: Epidemiology and biostatistics Concepts related to clinical prevention and health promotion Evidence based recommendations/guidelines for clinical and population health preventive services Environmental/occupational health concepts Determinants of health for individuals/aggregates/communities (age/gender/cultural/ethnic/racial, socioeconomic, and environmental influences on health care delivery.) Cultural diversity, safety, and sensitivity Health disparities and underserved populations, including urban and rural populations Public health and health promotion models Emerging infectious diseases and other significant health risks Emergency and disaster preparedness Sciences that explicate human biology, including genomics, psychosocial processes, and complex organizational structures (Essential 1). 49

57 COURSE Semester 4 (Summer) NURS Health Outcomes: Measurement, Management, and Analysis. Explores changes in health care system and emerging health care priority agenda that are placing focus on outcomes. Emphasizes importance of outcome indicators and need for new or revised measure in selected health conditions and related settings. Analyzes relationship among process, outcomes, and costs. Focuses on development of research programs addressing clinical, institutional, or systems research. Prerequisite NURS 6014 or consent of faculty. Three lecture hours per week. Credit: Three hours. DNP ESSENTIALS CONTENT Essential III: Clinical Scholarship and Analytical Methods for Evidence Based Practice Use analytic methods to critically appraise existing literature and other evidence to determine and implement the best evidence for practice. Design and implement processes to evaluate outcomes of practice, practice patterns, and systems of care within a practice setting, health care organization, or community against national benchmarks to determine variances in practice outcomes and population trends. Apply relevant findings to develop practice guidelines and improve practice and the practice environment. Use information technology and research methods appropriately to: Collect appropriate and accurate data to generate evidence for nursing practice Inform and guide the design of databases that generate meaningful evidence for nursing practice. Analyze data from practice Design evidence based interventions Predict and analyze outcomes Examine patterns of behavior and outcomes Identify gaps in evidence for practice Content: Qualitative and quantitative research methods, including biostatistics and principles of epidemiology Analytical method for evidence based practice (methodologies for evaluation and outcome research) Use of databases and protocols for the identification of problems and solutions Evidence appraisal, synthesis, and application Analytic strategies for quality improvement. 50

58 COURSE Semester 3 (Spring) NURS Informatics and Research in Nursing and Health Care Promotion of evidence based research and practice through health care informatics. Includes informatics theories, research methodologies, networks, skills, technology, system implementation, and management of data bases. Overview of electronic health records, telehealth, web based education, bioinformatics, robotics, genomics, and individually customized health care. Prerequisite: LS Three lecture hours a week. Credit: Three hours. DNP ESSENTIALS CONTENT Essential IV: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care Design, select, use, and evaluate programs that evaluate and monitor outcomes of care, care systems, and quality improvement including consumer use of health care information systems. Analyze and communicate critical elements necessary to the selection, use, and evaluation of health care information systems and patient care technology. Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems and databases. Provide leadership in the evaluation and resolution of ethical and legal issues within healthcare systems relating to the use of information, information technology, communication networks and patient care technology. Evaluate consumer health information sources for accuracy, timeliness, and appropriateness. Content: Information systems information/technology to support: Quality and outcomes evaluation Management (budget, staffing, productivity, forecasting) Education (web based learning, web based tools, patient intervention web tools) Practice (practice site clinical information systems, web based tools, clinical decision support systems, electronic medical records, clinical paths, protocols, guidelines) Classification systems and taxonomic vocabularies (documentation of patient status, care interventions, and outcomes) Standards principles for selecting and evaluating information systems and patient care technology Ethical, accrediting, regulatory (e.g. HIPAA Act) legal issues, intellectual property and data security, privacy and confidentiality Information technology to support consumer s use of information Patient care technology appropriate for area of specialized practice. 51

59 COURSE Semester 3 (Spring) NURS Policy, Power, and Politics. Examines concepts of social, policy, power, and political behaviors and generates strategies for exercising professional leadership in effecting change in health disciplines. Exploration and analysis of theories supporting policy making as a decision making body or power base for action or inaction. Role of health politics in the workplace, organization, government and community will be examined with special emphasis on the politics of women s health care. No prerequisite. Three lecture hours per week. Credit: Three hours. DNP ESSENTIALS CONTENT Essential V: Health Care Policy for Advocacy in Health Care Critically analyze health policy proposals, health policies, and related issues from the perspective of consumers, nursing, other health professions, and other stakeholders in policy and public forums. Demonstrate leadership in the development and implementation of institutional, local, state, federal, and/or international health policy. Influence policy makers through active participation on committees, boards, or task forces at the institutional, local, state, regional, national and/or international levels to improve health care delivery and outcomes. Educate others, including policy makers at all levels, regarding nursing, health policy, and patient care outcomes. Develop, evaluate, and provide leadership for health care policy that shapes health care financing, regulation, and delivery. Advocate for social justice, equity, and ethical policies within all healthcare arenas. Content: Legislative and regulatory structure, processes, and outcomes Public and private organizational governance structures Techniques for policy analysis and implementation Advocacy for communities and populations Public relations and use of media Consequences of policy interventions including economic and market impact Impact of global health care issues on policies Social justice and ethical aspects of policy Leadership skills and inter organizational strategies for coalition building 52

60 NURS DNP Practicum I. COURSE Semester 5 (Fall) Clinical course designed for Advanced Practice Nurses (APNs) to provide increased expertise in a specific area. The APN will function as part of an interdisciplinary team member, providing care to a select patient population. Includes assessment and evaluation of informatics, genetics, and technology use in selected clinical site. Prerequisites: NURS 6163, 6043, 6023, Fifteen clinical hours a week. Credit: Five hours. DNP ESSENTIALS CONTENT Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking Ensure accountability for quality of health care and patient safety for populations with whom they work. Use advanced communication skills/processes to lead quality improvement and patient safety initiatives in health care systems. Demonstrate sensitivity to diverse organizational cultures and populations, including patients and providers. Develop and/or evaluate effective strategies for managing the ethical dilemmas inherent in patient care, the health care organization, and research. Essential III: Clinical Scholarship and Analytical Methods of Evidence Based Practice Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient centered care. Essential V: Health Care Policy for Advocacy in Health Care Advocate for the nursing profession within the policy and healthcare communities. Demonstrate leadership in the development and implementation of institutional, local, state, federal, and/or international health policy. Essential VI: Interprofessional Collaboration for Improving Patient and Population Health Outcomes Employ effective communication and collaborative skills in the development of practice models, peer review, practice guidelines, health policy, standards of care and/or other scholarly products. Essential VIII: Advanced Nursing Practice Conduct a comprehensive and systematic assessment of health and illness parameters in complex situations, incorporating diverse and culturally sensitive approaches Develop and sustain therapeutic relationships and partnerships with patients (individual, family, or group) and other professionals to facilitate optimal care and patient outcomes. Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence based care to improve patient outcomes. 53

61 NURS DNP Practicum I.** (Continued) Content: Organizational assessment of healthcare organizations (culture, human resources, finance, systems) as related to patient safety, patient centered care, systems improvement, and clinical outcomes (2) Clinical policy and procedure assessment (2) Creating change for practice improvements (change, systems, chaos, complexity theories)(2) Leadership skills and inter organizational strategies for coalition building (5) Role scope, practice models, and culture of different health professions (6) Advanced clinical reasoning, diagnostic and therapeutic interventions for a specialty patient population Advanced care management of a patient population Interventions that reflect the highest level of nursing practice with accountability for outcomes 54

62 COURSE Semester 6 (Spring) NURS DNP Practicum II Clinical course designed to refine skills developed in NURS The Advanced Practice Nurse (APN) will select and implement evidence based strategies, utilize genetics, demonstrate leadership within the context of the health care team, and measure outcomes using informatics for quality improvement. Prerequisite: NURS Fifteen clinical hours a week. Credit: Five hours. DNP ESSENTIALS CONTENT Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking Ensure accountability for quality of health care and patient safety for populations with whom they work. Employ principles of business, finance, economics, and health policy to develop and implement effective plans for practice level and/or system wide practice initiatives that will improve the quality of care delivery. Analyze the cost effectiveness of practice initiatives accounting for risk and improvement of health care outcomes. Develop and evaluate care delivery approaches that meet current and future needs of patient populations based on scientific finding in nursing and other clinical sciences, as well as organizational, political, and economic sciences. Use advanced communication skills/processes to lead quality improvement and patient safety initiatives in health care systems. Essential VI: Interprofessional Collaboration for Improving Patient and Population Health Outcomes Lead interprofessional teams in the analysis of complex practice and organizational issues. Employ consultative and leadership skills with intraprofessional and interprofessional teams to create change in health care and complex healthcare delivery systems. Essential VIII: Advanced Nursing Practice Conduct a comprehensive and systematic assessment of health and illness parameters in complex situations, incorporating diverse and culturally sensitive approaches. Design, implement, and evaluate therapeutic interventions based on nursing science and other sciences. Develop and sustain therapeutic relationships and partnerships with patients (individual, family, or group) and other professionals to facilitate optimal care and patient outcomes. Guide, mentor, and support other nurses to achieve excellence in nursing practice. Educate and guide individuals and groups through complex health and situational transitions. Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence based care to improve patient outcomes. 55

63 NURS DNP Practicum II (Continued) Content: Risk anticipation and management as related to clinical and practice initiatives (2) Negotiation and conflict resolution for improving clinical practice (2) Communication and marketing of practice initiatives (2) Principles of consultation and mentorship (2) Leadership in organizational culture and politics (2) Models and methods of effective team leadership (e.g., conflict management, peer review, negotiation of change, delegation, effective communication, decision making, and evaluation of team functioning) (6) Interprofessional dimensions of health care delivery (e.g., benefits, facilitators, and impediments to interprofessional practice) (6) Design of clinical systems that promote a culture of patient safety Role preparation for specialty nursing practice including legal and regulatory issues Teaching/learning/coaching theories and models for individuals, families, and groups High level skills and procedures relative to the individual s area of practice Measurement of patient care outcomes 56

64 COURSE Semester 6 (Spring) NURS Professional Capstone Project. Clinical research project based upon selection and implementation of evidencebased interventions supported through informatics and technological advances and measurement of outcomes in selected clinical site. Includes written and public presentation of findings, and submission of article for publication in a peer reviewed scholarly journal. Prerequisite: NURS Three seminar hours a week. Concurrent or Prerequisite: NURS Credit: Three hours. DNP ESSENTIALS CONTENT Essential I: Scientific Underpinnings for Practice Develop and evaluate new practice approaches based on nursing theories and theories from other disciplines. Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking Develop and evaluate care delivery approaches that meet current and future needs of patient populations based on scientific findings in nursing and other clinical sciences, as well as organizational, political, and economic sciences. Essential III: Clinical Scholarship and Analytical Methods for Evidence Based Practice Use information technology and research methods appropriately to: collect appropriate and accurate data to generate evidence for nursing practice, analyze data from practice, design evidence based interventions, predict and analyze outcomes, examine patterns of behavior and outcomes, and identify gaps in evidence for practice. Function as a practice specialist/consultant in collaborative knowledge generating research. Disseminate findings from evidence based practice and research to improve healthcare outcomes. Essential IV: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care Design, select, use, and evaluate programs that evaluate and monitor outcomes of care, care systems, and quality improvement including consumer use of health care information systems. Essential VI: Interprofessional Collaboration for Improving Patient and Population Health Outcomes Lead interprofessional teams in the analysis of complex practice and organizational issues. Essential VII: Clinical Prevention and Population Health for Improving the Nation s Health Synthesize concepts, including psychosocial dimension and cultural diversity related to clinical prevention and population health in developing, implementing, and evaluating interventions to address health promotion/disease prevention efforts, improve health status/access patterns, and/or address gaps in care of individuals, aggregates, or populations. Essential VIII: Advanced Nursing Practice for Specialty Roles Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence based care to improve patient outcomes. Conduct a comprehensive and systematic assessment of health and illness parameters in complex situations, incorporating diverse and culturally sensitive approaches. Design, implement, and evaluate therapeutic interventions based on nursing science and other sciences. Use conceptual and analytical skills in evaluating the links among practice, organizational, population, fiscal, and policy issues. 57

65 Appendix D Doctor of Nursing Practice Faculty: Credentials, Specialization, Courses, Role 58

66 Doctor of Nursing Practice Faculty: Credentials, Specialization, Courses, Role Faculty Anderson, Janice, PhD, RN Assistant Professor Nursing Certification General RN Licensure Specialty Courses Role Cardiac N6023 N6303 Instructor Philosophy of Nursing Science, Capstone Member Bailey, Catherine, PhD, RN General RN Cardiac N6303 Capstone Member Associate Professor Licensure Benham Hutchins, Marge, PhD, RN Assistant Professor Health Informatics Informatics N5263 N6323 Instructor Informatics DNP electives Binder, Brenda PhD, RN, PNP RN, ARNP, PNP Pediatric N6303 Capstone Member Primary Care Birch Evans, Anlee, PhD, APRN, CNS, P/MH RN, APRN, CNS Psych Mental Health Clinical Nurse Specialist N6303 Capstone Member Carter, Sherry, PhD, RN, WHNP Adjunct Faculty Cho, Michelle, PhD, RN Professor Chaney, Susan, EdD, RN, FNP Professor Conrad Webb, Heather, PhD Associate Professor (Biology) Dello Stritto, Rita, PhD, APRN, CNS, ENP Dreadin, Julie, DNP, RN, WHNP Adjunct Faculty Driscoll, Patricia, JD, RN Professor and Attorney (Health Systems Management) Women s Health Nurse Practitioner (Licensed APRN) General RN Licensure Family Nurse Practitioner (Licensed APRN) Women s Health, Colposcopy N6303 Capstone Chair Oncology N6303 Capstone Member Care for Homeless Populations N6035 N6045 N6303 Not applicable Genetics BIOL 6903 RN, APRN, CNS, ENP Women s Health Nurse Practitioner (Licensed APRN) Not applicable Acute Care and Emergency Nurse Practitioner Women s Health, Oncology Health Systems Management N6303 N6035 N6045 N6303 HSM 5003 Instructor Practicum I and II, Capstone Chair Instructor Health Care Genetics Capstone Member Instructor Practicum I and II, Capstone Member Instructor Health Systems Management 59

67 Faculty Continued Nursing Specialty Courses Role Certification Foster, Jan, PhD, APRN, CNS RN, APRN, CNS Acute Care N6303 Capstone Member Clinical Nurse Specialist Gray, Barbara, PhD, RN, PNP Assistant Professor Pediatric Nurse Practitioner (Licensed APRN) Pediatric Primary Care N6303 Capstone Chair Hill, Catherine, DNP, RN, GNP Adjunct Faculty Geriatric Nurse Practitioner (Licensed APRN) Geriatrics, Administration Ho, Vi, PhD, RN, FNP RN, FNP Family Nurse Practitioner Hueske, Cathy, PhD, RN, CNS, RN, CNS, FNP Psych/Mental FNP Health Clinical Nurse Specialist and Family Nurse Practitioner N6043 N6303 N6303 Instructor Policy, Power and Politics Capstone Member Capstone Member Johnson, Olinda, PhD, RN, CNS RN, CNS Maternal/New born Clinical Nurse Specialist Koci, Anne, PhD, APRN, FNP, WHNP Langford, Rae, EdD, RN Associate Professor RN, APRN, FNP, WHNP General RN Licensure Family Nurse Practitioner and Women s Health Nurse Practitioner Statistics Research Lyon, Karen, PhD, APRN, ACNS RN, APRN, ACNS Adult Clinical Nurse Specialist Mancuso, Peggy, PhD, RN, CNM Professor and Coordinator Certified Nurse Midwife (Licensed APRN) Specialty Certification: Health Information Sciences Childbirth, Informatics, Outcome Measurement N6303 N6303 N6613 N6303 N6035 N6045 N6323 N6163 N6303 Capstone Member Capstone Member Instructor, Statistics DNP Prerequisite and Electives Capstone Member DNP Program Coordinator, Instructor Practicum I, Practicum II, Informatics, Outcome Measurement, Capstone Chair 60

68 Faculty Continued Montgomery, Diane, PhD, RN, PNP Nurse, Rachelle, PhD, RN, WHNP O Quin, Lois, DNP, RN, SNP Associate Clinical Professor Restrepo, Elizabeth, PhD, RN Associate Professor Roux, Gayle, PhD, RN, FNP Associate Professor and Associate Dean of Research and Clinical Scholarship Sauls, Donna, PhD, RN Associate Professor Thomson, Anne, PhD, RN, FNP Associate Clinical Professor Tidwell, Jerithea, PhD, RN, PNP, CNS Adjunct Faculty Tietze, Mari, PhD, RN Associate Professor Wegman, Deborrah, PhD, RN Assistant Professor Ziegler, Vicki, PhD, RN Assistant Professor Nursing Certification RN, PNP RN, WHNP School Nurse Practitioner (Licensed APRN) General RN Licensure Family Nurse Practitioner (Licensed APRN) General RN Licensure Family Nurse Practitioner (Licensed APRN) Pediatric Nurse Practitioner, Clinical Nurse Specialist (Licensed APRN) Nursing Informatics (Specialty Certification) General RN Licensure General RN Licensure Specialty Courses Role Pediatric Nurse Practitioner Women s Health Nurse Practitioner Adolescent Pregnancy N6303 N6303 N6303 Capstone Member Capstone Member Capstone Member Statistics N6903 Instructor Statistics DNP Elective Obesity N6303 Capstone Chair Chronic Disease in Women Adolescent N6043 Instructor Pregnancy Policy, Power, and Politics Epidemiology, Public Health, Primary Care Pediatric Nurse Practitioner, Acute Care Information Sciences, Statistics N6313 N6303 N6035 N6045 N6303 Instructor Epidemiology Capstone Member Instructor Practicum I, Practicum II Instructor Statistics, Capstone Member Administration N6303 Capstone Member Cardiac Disease in Children N6043 Instructor Policy, Power, and Politics 61

69 Appendix E Anticipated Sources of Funding Chart 62

70 ANTICIPATED SOURCES OF FUNDING (Beyond funding of current DNP program) Note: Use this chart to indicate the dollar amounts anticipated from various sources. Use the reverse side of this form to specify as completely as possible each non-formula funding source. *For more information, please refer to the accompanying Anticipated Sources of Funding: Explanatory Notes and Examples. Funding Category 1 st Year 2 nd Year 3 rd Year 4 th Year 5 th Year TOTALS I. Formula Income* $42,304 $56,892 $49,390 $148,586 II. Other State Funding* $10,716 $57,340 $76,328 $102,648 $89,112 $336,144 III. Reallocation of Existing Resources* IV. Federal Funding* (In-hand only) V. Other Funding* (Distance fees) $3,330 $17,460 $27,690 $32,970 $32,970 $114,420 TOTALS $14,046 $74,800 $146,322 $192,510 $171,472 $599,150 *For more information, please refer to the accompanying Anticipated Sources of Funding: Explanatory Notes and Examples. 63

71 NON-FORMULA SOURCES OF FUNDING Note: Use this form to specify as completely as possible each of the non-formula funding sources for the dollar amounts listed on the reverse side of this form. Funding Category II. Other State Funding* Non-Formula Funding Sources Board-authorized $118/SCH + $45/SCH graduate supplement #1 #2 Nursing program $25/SCH III. Reallocation of Existing Resources* #1 #2 IV. Federal Funding* #1 #2 V. Other Funding* #1 Distance education $30/SCH #2 *For more information, please refer to the accompanying Anticipated Sources of Funding: Explanatory Notes and Examples. 64

72 Appendix F Costs to the Institution of the Program/Administrative Change 65

73 COSTS TO THE INSTITUTION OF THE PROGRAM/ADMINISTRATIVE CHANGE Note: Use this chart to indicate the dollar costs to the institution that are anticipated from the change requested. Cost Category Cost Sub-Category Before Approval Year* 1 st Year 2 nd Year 3 rd Year 4 th Year 5 th Year TOTALS Faculty Salaries (New) (Reallocated) Program Administration (New) (Reassignments) Graduate Assistants (New) $7,680 $13,440 $15,360 $15,360 $51,840 (Reallocated) Clerical/Staff (New) (Reallocated) Supplies & Materials $2,000 $2,000 $3,000 $4,000 $4,000 $15,000 Library & IT Resources** Equipment Facilities Other (Office of Distance Educ. support) $1,332 $6,984 $11,076 $13,188 $13,188 $45,768 TOTALS $3,332 $16,664 $27,516 $32,548 $32,548 $112,608 66

74 Appendix G Adherence to the Principles of Good Practice 67

75 Texas Higher Education Coordinating Board Certification Form for Electronically Delivered and Off Campus Education Programs June 2010 Based on Principles of Good Practice for Academic Degree and Certificate Programs and Credit Courses Offered Electronically. CURRICULUM AND INSTRUCTION Each program or course results in learning outcomes appropriate to the rigor and breadth of the degree or certificate awarded. A degree or certificate program or course offered electronically is coherent and complete. The program or course provides for appropriate interaction between faculty and students and among students. Qualified faculty provide appropriate oversight of the program or course that is offered electronically. Academic standards for all programs or courses offered electronically will be the same as those for programs or courses delivered by other means at the institution where the program or course originates. Student learning in programs or courses delivered electronically should be comparable to student learning in programs offered at the campus where the programs or courses originate. INSTITUTIONAL CONTEXT AND COMMITMENT Role and Mission The program or course is consistent with the institution's role and mission. Review and approval processes ensure the appropriateness of the technology being used to meet the objectives of the program or course. Students and Student Services Program or course announcements and electronic catalog entries provide appropriate information. Students shall be provided with clear, complete, and timely information on the curriculum, course and degree requirements, nature of faculty/student interaction, assumptions about technological competence and skills, technical equipment requirements, availability of academic support services and financial aid resources, and costs and payment policies. 68

76 Enrolled students have reasonable and adequate access to the range of student services and student rights appropriate to support their learning. The institution has admission/acceptance criteria in place to assess the extent to which a student has the background, knowledge and technical skills required to undertake the program or course. Advertising, recruiting, and admissions materials clearly and accurately represent the program or course and the services available. Faculty Support The program or course provides faculty support services specifically related to teaching via an electronic system. The institution assures appropriate training for faculty who teach via the use of technology. The institution provides adequate equipment, software, and communications access to faculty to support interaction with students, institutions, and other faculty. Resources for Learning The institution ensures that appropriate learning resources are available to students. The institution evaluates the adequacy of, and the cost to students for, access to learning resources and documents the use of electronic resources. Commitment to Support Policies for faculty evaluation include appropriate recognition of teaching and scholarly activities related to programs or courses offered electronically. The institution demonstrates a commitment to ongoing support, both financial and technical, and to continuation of the program or course for a period of time reasonable and sufficient for students to complete the course or program. EVALUATION AND ASSESSMENT The institution evaluates the program's or course's educational effectiveness, including assessments of student learning outcomes, student retention, and student and faculty satisfaction. At the completion of the program or course, the institution provides for assessment and documentation of student achievement in each course. 69

77

78