Standard 1 Program Quality: Mission and Governance. Key Elements

Standard 1 Program Quality: Mission and Governance The mission, goals, and expected program outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality. Key Elements I-A. The mission, goals, and expected program outcomes are: congruent with those of the parent institution; and consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals. Elaboration: The program s mission statement, goals, and expected program outcomes are written and accessible to current and prospective students, faculty, and other constituents. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. A mission statement may relate to all nursing programs offered by the nursing unit or specific programs may have separate mission statements. Program goals are clearly differentiated by level when multiple degree/certificate programs exist. Student outcomes may be expressed as competencies, objectives, benchmarks, or other terminology congruent with institutional and program norms. The program identifies the professional nursing standards and guidelines it uses. CCNE requires, as appropriate, the following professional nursing standards and guidelines: The Essentials of Baccalaureate Education for Professional Nursing Practice [American Association of Colleges of Nursing (AACN), 2008]; The Essentials of Master s Education in Nursing (AACN, 2011); The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006); and Criteria for Evaluation of Nurse Practitioner Programs [National Task Force on Quality Nurse Practitioner Education (NTF), 2012]. A program may select additional standards and guidelines. A program preparing students for certification incorporates professional standards and guidelines appropriate to the role/area of education. An APRN education program (degree or certificate) prepares students for one of the four APRN roles and in at least one population focus, in accordance with the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (July 2008). Program Response: The SON Mission, Strategic Plan Goals, and expected outcomes are written and available to students and community of interest. The professional nursing standards and guidelines used in curriculum development are clearly identified. The rationale for compliance with Key Element I-A criteria is based on completion of the Self- Assessment process and evidenced in the Self-Assessment Report narrative below. 23

Mission. The Texas Tech University Health Sciences Center School of Nursing (TTUHSC SON) mission, goals, and expected program outcomes are congruent with the mission, goals, and expected outcomes of the TTUHSC; written; and accessible on institutional and SON websites. Congruence of the TTUHSC and SON mission statements is demonstrated through mapping of the statements in Table I-A.1.Map of TTUHSC and SON Mission Statements below. The mission statements are accessible to internal and external customers on the About Our School website. The SON mission is common for all SON degrees and departments. Congruence is demonstrated I the table by bolding of same and similar meaning terms. Table 1-A.1. Map of TTUHSC and SON Mission Statements TTUHSC Mission Statement TTUHSC SON Mission Statement The mission of the Texas Tech University Health Sciences Center is to improve the health of people by providing high quality educational opportunities to students and health care professionals, advancing knowledge through scholarship and research, and providing patient care and service. The School of Nursing mission is to educate students for practice in evolving healthcare systems and to advance knowledge and practice through research, service, and community engagement Goals. The SON Goals are the goals of the Strategic Plan, common across the entire SON, accessible on the SON website Strategic Plan, and are stated in Table I- A.2. Map of TTUHSC and SON Strategic Goals below. The congruence is demonstrated by the bolding the same terms and terms with similar meanings. Table I-A.2. Map of TTUHSC and SON Strategic Goals, Academic Years 2013-2018 TTUHSC will: TTUHSC Strategic Plan Goals 1. Foster the development of competent healthcare professionals and biomedical researchers. 3. Recruit, develop, and retain outstanding employees. 2. Advance knowledge and healthcare practice through innovative research and scholarship. 4. Promote improved community health through the provision of patient care services and healthcare education. 5. Operate effectively and efficiently through maximization of available resources. TTUHSC SON Strategic Plan Goals The School of Nursing will: 1. STUDENTS. Foster the development of competent nursing professionals through academic programs that address critical needs in the profession. 2. FACULTY AND STAFF. Foster a rich and supportive environment for team members who are committed to the successful achievement of its [SON] mission. 3. RESEARCH AND SCHOLARSHIP. Advance knowledge, practice, and pedagogy through innovative research and scholarship. 5. OUTREACH/ENGAGEMENT. Promote improved community health through the provision of patient care services and healthcare education. 6. OPERATIONS Maintain effective and efficient operations in the accomplishment of its [SON] mission. 24

Student outcomes. The SON expected learning outcomes are Student Learning Outcomes (SLOs) progressively achieved by students by the time of degree completion. The SLOs are the competencies recommended by the Institute of Medicine Health Professional Education: A Bridge to Quality (2003) for the BSN and MSN degrees, and the 2006 AACN Essentials of Doctoral Education for Advanced Nursing Practice for the DNP degree (the AACN DNP Essentials document and IOM competencies are closely aligned). The student learning outcomes are posted on pages 50, 101, and 129, respectively for the BSN, MSN, and DNP degrees in the SON Catalog, located on the Current Students website and listed by degree in Table I-A.4. Undergraduate and Graduate Student Learning Outcomes below. Faculty outcomes are the rank, tenure/non-tenure, and focus criteria posted in the SON OP 20.005 Appointment, Promotion, Tenure and Reappointment of Faculty on the Faculty and Staff Website. Other outcomes. The Other outcomes for the SON are the remaining strategic plan goals related to the SON as a whole vs. student-related and faculty-related goals. The Other goals for the previous three-year period are documented in Strategic Plan 2012 and Strategic Plan 2013-2018. Other goals for each strategic plan are listed in Table I-A.3. Other SON Strategic Plan Goals for 2012 and 2013-2018 below: Table I-A.3. Other SON Strategic Goals, Academic Years 2012 and 2013-2018 TTUHSC SON 2012 Strategic Plan Goals The SON will: 2. Improve access to quality health care for the School of Nursing target populations. 5. Provide leadership in the development of partnerships and collaborations to improve community health. 6. Operate the School of Nursing as an efficient and effective institution. TTUHSC SON 2013-2018 Strategic Plan Goals The School of Nursing will: 3. RESEARCH AND SCHOLARSHIP. Advance knowledge, practice, and pedagogy through innovative research and scholarship. 4. OUTREACH/ENGAGEMENT. Promote improved community health through the provision of patient care services and healthcare education. 5. OPERATIONS Maintain effective and efficient operations in the accomplishment of its [SON] mission. SON Annual Reports. For 2012, the annual report was compiled and posted online because creating bound copies was too expensive for the reduced budgets approved by the Texas legislature during the budget crunch period. The SON Annual Reports for 2013 and 2014 are bound, hardcopy documents available onsite in the Resource Room. Professional nursing standards and outcomes. The professional nursing standards and guidelines used by the SON in curriculum development, including for post-msn APRN certificate students, are as follows: 25

Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) Essentials of Master s Education in Nursing (AACN, 2011) National Organization of Nurse Practitioner Faculties 2012 Nurse Practitioner Core Competencies (2012) Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2012) Consensus Model for APRN Regulation: Licensure, Accreditation, and Certification, and Education (2008) National League for Nursing (NLN) Core Competencies of Nurse Educators (2005) Nurse Manager Leadership Collaborative (NMLC) Inventory Tool (2004) American College of Nurse Midwifery (ACNM) Core Competencies for Basic Midwifery Practice (2012) Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) American Organization of Nurse Executives (AONE) Nurse Executive Competencies (2011) APRN faculty meet the National Task Force Criteria for 2012. Evidence is provided in the most recent review for achievement of the criteria (see Table III-B.1. APRN Faculty Level of Achievement of National Task Force (NTF) 2012 Competencies). Evidence for use of the respective AACN Essentials documents and applicable professional guidelines is contained in each undergraduate and graduate course map. Samples of non-clinical and clinical course map links are provided in the list below and access to all course maps is available online on-site: Traditional Undergraduate (TUG) Non-Clinical Course Map Sample (didactic only) NURS 3207 Scholarship for Evidence-Based Practice I Traditional Undergraduate Clinical Course Map Sample (NURS 3404 Pharmacology RN-BSN Course Map Sample NURS 4374 Nursing Management and Leadership NURS 4374 Nursing Management and Leadership RN-BSN Undergraduate Clinical Course Map Sample (NURS 4376 Population Focused Community Health Second Degree Undergraduate Course Map Sample NURS 3380 Foundational Concepts of Nursing Practice NURS 3380 Foundational Concepts of Nursing Practice Second Degree Undergraduate Clinical Course Map Sample (NURS 4312 Child Health MSN Core Course Map Sample NURS 5326 Research for Advanced Nursing Practice NURS 5326 Research for Advanced Nursing Practice MSN Clinical Course Map Sample (NURS 5541 Primary Health Care II (G Drive) DNP Course Course Map Example - NURS 6340 Advancing Policy and Politics in Health Care 26

DNP Clinical Course Map Sample (NURS 7310 Health Innovations in Chronic Illness Undergraduate and graduate Student Learning Outcomes (SLOs) are listed in Table I.A.4. Undergraduate and Graduate Student Learning Outcomes below: Table 1.A.4. Undergraduate and Graduate Student Learning Outcomes (SLOs) BSN SLOs MSN SLOs DNP SLOs Provide patientcentered care for individuals, families, and communities. Work as an effective member of interprofessional teams to ensure continuous and safe patient care. Employ evidencebased practice (EBP) by integrating current research with clinical expertise and patient values to provide optimal patient care. Apply quality improvement measures to continually improve health outcomes consistent with current professional knowledge. Utilize informatics to enhance patient safety, manage knowledge and information, make decisions, and communicate more effectively. Provide safe care to individuals, families, and communities through individual performance and system effectiveness. Provide patientcentered care in the master s prepared nursing role. Work in interprofessional teams to address the needs of patients, using master s prepared nursing role skills. Employ evidencebased practice by integrating the best research evidence into the master s prepared nursing role. Apply quality improvement as a master s prepared nurse. Use informatics in the master s prepared nursing role to reduce errors, manage knowledge and information, make decisions, and communicate effectively. Integrate best practices in implementation of master s prepared nursing roles to ensure safety and risk reduction for patients and populations. Integrate nursing science with knowledge from ethics, biophysical, psychosocial, analytical, and organizational sciences to advance health and health care delivery systems. Develop and operationalize effective, culturally relevant, and evidence-based care delivery approaches that meet current and future needs of patient populations. Design and implement scholarly evidence-based processes to analyze and improve outcomes of care at the practice, health care organization, or population levels. Select, use, and evaluate health care information systems and patient care technology to advance quality, patient safety, and organizational effectiveness. Exercise leadership to analyze, develop, influence, and implement health policies that advocate social justice, equity, and Integrate nursing science with knowledge from ethics, biophysical, psychosocial, analytical, and organizational sciences to advance health and health care delivery systems. Develop and operationalize effective, culturally relevant, and evidence-based care delivery approaches that meet current and future needs of patient populations. Design and implement scholarly evidence-based processes to analyze and improve outcomes of care at the practice, health care organization, or population levels. Select, use, and evaluate health care information systems and patient care technology to advance quality, patient safety, and organizational effectiveness. Exercise leadership to analyze, develop, influence, and implement health policies that advocate social justice, equity, and ethics within all health care arenas. Employ health professional team-building and collaborative leadership skills to create positive change and improve outcomes in complex health care systems. Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data to develop culturally relevant and scientifically based health promotion and disease prevention initiatives. Employ advanced levels of clinical judgment, systems thinking, and accountability to design, deliver, and evaluate evidencebased care to improve patient and population outcomes. 27

Table 1.A.4. Undergraduate and Graduate Student Learning Outcomes (SLOs) BSN SLOs MSN SLOs DNP SLOs Employ advanced leadership skills systems thinking, and ability to design, deliver, and evaluate evidence-based management practices to improve patient, population, and health system outcomes. I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as appropriate, to reflect: professional nursing standards and guidelines; and the needs and expectations of the community of interest. Elaboration: There is a defined process for periodic review and revision of program mission, goals, and expected student outcomes. The review process has been implemented and resultant action reflects professional nursing standards and guidelines. The community of interest is defined by the nursing unit. The needs and expectations of the community of interest are reflected in the mission, goals, and expected student outcomes. Input from the community of interest is used to foster program improvement. Program Response: The SON mission, goals, and expected student outcomes are reviewed regularly and revised as appropriate. The rationale for compliance with Key Element I-B Criteria is based on completion of the Self-Assessment process and evidenced in the Self-Assessment Report narrative below. Review. The SON mission, goals, and expected student outcomes are reviewed periodically and revised, as appropriate. The most recent review and revision of the SON Mission and Strategic Plan Goals occurred in 2013 according to the SON OP 10.060 Strategic Planning and Mission Policy procedures. The Dean convened the Strategic Planning Committee comprised of faculty, staff, students, and community of interest members to review the SON Mission and Strategic Plan Goals for the 2013-2015 fiveyear-timeline. The Mission statement developed by the committee is stated above in Table I-A.1. Map of the TTUHSC and SON Mission Statements and located at the SON Mission, Vision, Values, and Goals website. Strategic Plan. The Strategic Plan Goals developed by the Strategic Planning Committee in 2013 are presented above in Table I-A.2. TTUHSC and SON Strategic Plan Goals, Academic Years 2013-2018. Additionally the Strategic Plan is available on the SON website via the Mission tab. Vision and Values. The SON Vision Statement developed by the committee is... to shape healthcare of the future by advancing the profession, improving the health of others, and inspiring exceptional care (see the SON Mission, Goals, Vision, 28

and Values website link above). The SON Values Statements developed by the committee in 2013 are as follows: Seek transparency through open communication, respect, and clarity; Advance a work-ethic of excellence, accountability, and integrity; and Promote a spirit of teamwork, trust, and compassion (SON Mission, Goals, Vision and Values website and Strategic Planning Committee Minutes, April 19, 2013) SLOs review. SON expected student learning outcomes are the undergraduate and graduate student learning outcomes. SLOs, curricula, and courses are reviewed regularly using the procedures in the respective policies listed below: SON OP 30.040 Curriculum Development Curriculum Revision (Undergraduate),; and SON OP 40.105 Curriculum Development Curriculum Revision Policy (Graduate MSN and DNP) The reviews are documented in the respective programmatic committee/council minutes discussed for each degree in the narrative below. Traditional Undergraduate review. For example, the most recent traditional undergraduate (TUG) curriculum review occurred in academic year 2014 using SON OP 30.040 Curriculum Development-Curriculum Revision Policy. TUG faculty adopted and implemented the flipped classroom pedagogy, beginning with the 2013 cohort. The flipped classroom pedagogy strengthens student engagement by implementing a variety of non-lecture pedagogies, such as Socratic dialog, impromptu role play, and responses to pre-identified and selected topics. TUG faculty are currently creating a concept-infused nursing curriculum for implementation in Fall 2015. The semester credit hours for the current and revised curriculum remain the same, i.e., 63 semester credit hours. However, the distribution of hours in the new curriculum is changed from 540 didactic hours and 1215 clinical hours in the current curriculum to 682 didactic hours and 787.5 clinical hours in the revised curriculum. Because the revised curriculum model promotes Transformational Thinking ( T T or Double T ), faculty named the model the Double T curriculum and the TUG programmatic council is called the Double T Council. The new model captures the desire for intentional immersion of learning and ongoing mastery of the nursing role to the level of proficiency. Benner s model serves as the scaffolding for conceptinfused curriculum to integrate didactic learning into the clinical learning experiences (see Undergraduate Committee Minutes Documentation of Review for development of the Double T Curriculum Workgroup. The focus on quality use of simulation learning in the Double T curriculum model is designed to strengthen integration of theoretic knowledge and clinical application by using evidence-based standards according to the International Nursing Association for Clinical Simulation and Learning. Full implementation of the Double T Curriculum is pending Texas Board of Nursing final 29

approval with plans for implementation in the Fall 2015 semester. The revised curriculum is located on the Traditional Undergraduate BSN website (Prospective Students tab, Undergraduate, BSN. The June 30, 2014 minutes document faculty decision-making. RN-BSN review. A major revision for the RN-BSN curriculum was completed for alignment with the Differentiated Essential Competencies (DECs) required by the Texas Board of Nursing in 2010. The DECs in Texas define the difference in essential performance expectations of graduates among the various levels of undergraduate educational programs offered within the state. The DECs recognize the IOM Competencies and the AACN Baccalaureate Essentials as recommendations and guidelines. The RN-BSN faculty conducted an extensive review identifying professional level competencies to clearly differentiate the baccalaureate graduate from the associate degree graduate, while seeking to focus the educational experiences for the RN-BSN student on areas not addressed in previous educational experiences. Replication of nursing content was reduced and relevance of the learning experience for the student was ensured (see RN to BSN minutes for March. 12. 2012). Additionally, a curriculum oversight group, the Curriculum Leadership Group (CLG), was created in response to student satisfaction survey results expressing a desire for consistency in course design to reduce student confusion and orientation time to each course. The CLG includes a faculty member from each core course and a faculty member who coordinates elective courses. The Group reviews and approves all syllabi, learning material, and assessment methods submitted by faculty for the RN- BSN Curriculum (link to RN to BSN minutes for April 9, 2012). In academic year 2014, faculty reviewed and revised the curriculum to strengthen clinical learning experiences by building on and expanding existing field experiences (link to RN-BSN Committee Minutes for update on NURS 4376 Population Focused Community Health for October 14, 2013). During a visit to a client s home, each student records the physical assessment of the client for evaluation by faculty and conducts a home assessment for care planning. Second Degree review. The most recent review of the Second Degree curriculum was initiated by faculty in the fall 2013 semester based on the NCLEX-RN pass rate outcome for students graduating in August, 2013. Faculty reviewed both ATI comprehensive predictor scores for the August graduating cohort and the NCSBN NCLEX-RN summary report, as well as the course and module objectives and expected student outcomes. Based upon the review and analysis evaluation, content areas were strengthened in NURS 3315 Nursing of the Developing Family, NURS 4312 Child Health, and NURS 4314 Mental Health by strengthening ties to chronic care concepts and pharmacology. Additionally, ATI specialty exams were added to each course. Additional enhancements to the clinical courses include strengthening the clinical coach model by ensuring each coach has access to course objectives for 30

enhancing student learning outcomes. Evidence of improvements made to achieve the enhancements included the following: A revised process for ongoing discussion between coaches and site coordinators [Summary example of a coach and site coordinator communication process Development of a Coach Manual (Coach Manual) A Coach Newsletter distributed to each coach each semester (Fall 2014 Coach News) Further, faculty initiated development of a Curriculum Leadership Group (CLG) comprised of lead faculty for all the courses in the Second Degree curriculum. An initial retreat was held in the August, 2014 to establish the ground work for creating an ongoing review process for the curriculum and courses (Second Degree Minutes, Aug 11, 2014). MSN review. The most recent MSN curricula revision began with creating six new core courses for alignment with the most recent AACN Essentials of Master s Education (2011), and continued with alignment of the APRN population-focus courses with the AACN Essentials of Master s Education (2011). The revisions resulted in the following improvements: Transition of the Acute Care Nurse Practitioner track to the Adult Gerontology Acute Care Nurse Practitioner track in fall 2013 Masters Studies Committee Minutes -Item F for July 9, 2012 Transition of the Pediatric Nurse Practitioner (PNP) track into the PNP-Primary Care (PNP-PC) track and the Acute Care PNP-Acute Care (PNP-AC) track, effective fall 2014 (MSN Committee January 13, 2014 Minutes Addendum). Strengthening of the Family Nurse Practitioner track by revising the semester credit hour designation to increase the number of clinical hours ([MSN Committee Minutes June 20, 2011]) from a ratio of 1:3 semester credit hours to 1:3.5, i.e., one semester credit hour to 3.5 clinical experience clock hours per week, beginning in fall 2013 (SON OP 40.450 Distribution of Course Credit Hours in Courses with a Clinical Component). The revised curricula are listed in the SON Catalog for academic year 2015 (SON AY 2015 Catalog and on the MSN websites as follows: Prospective Students on the MSN Adult-Gerontology Acute Care Nurse Practitioner website MSN Family Nurse Practitioner website MSN Pediatric Nurse Practitioner-Primary Care website MSN Pediatric Nurse Practitioner-Acute Care website An additional MSN review example is the ongoing monthly review of one or more MSN course and module objectives, assignments, and expected learning outcomes by the MSN Council to achieve the review of each course in the curriculum 31

every two years using SON OP 40.401 SN Curriculum Review Policy. For example, at the May, 2014 meeting, the MSN Committee reviewed NURS5345, Advanced Pathophysiology (link to MSN Committee May 12, 2014 Minutes). DNP review. The most recent DNP curriculum review process resulted in revisions to strengthen the achievement of DNP Student Learning Outcomes based on the Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006). The revisions went into effect with the summer 2014 cohort. The rationale and options for making the curricular changes were discussed by the DNP faculty (DNP Studies Committee Minutes for July 1, 2013). The revised curriculum can be viewed on-line. I-C. Expected faculty outcomes are clearly identified by the nursing unit, are written and communicated to the faculty, and are congruent with institutional expectations. Elaboration: The nursing unit identifies expectations for faculty, whether in teaching, scholarship, service, practice, or other areas. Expected faculty outcomes are congruent with those of the parent institution. Program Response: Expected faculty outcomes are written, clearly identified, communicated to faculty, and are congruent with institutional expectations. The rationale for compliance with Key Element I-C criteria is based on completion of the Self- Assessment process and evidenced in the Self-Assessment Report narrative below. Identified Expected Faculty Outcomes. Expected faculty outcomes are clearly delineated in the rank, tenure/non-tenure, and focus (academic, clinical service, and research) criteria. Faculty are oriented to the faculty roles according to SON OP 20.010 Faculty Orientation - Overview. The expected faculty role outcomes are clearly identified and written in SON OP 20.015 Role and Responsibilities of Faculty, as well as communicated during orientation by the respective SON Department Chairs and in the criteria for rank, focus, and tenure/non-tenure tracks, detailed in SON OP 20.005 Appointment/Promotion/Tenure/Reappointment of Faculty. APRN faculty maintain current certification and practice in the respective population foci as recommended in the National Task Force Criteria (2012) and as stipulated in the criteria for rank, focus, and tenure/non-tenure tracks. The link in Key Element I-A. above to Table III B.1. APRN Faculty Achievement of the 2012 NTF Criteria provides evidence of APRN faculty compliance with the criteria, including maintenance of certification. Links to the applicable policies are listed as follows: SON OP 20.010 Faculty Orientation - Overview. SON OP 20.015 Role and Responsibilities of Faculty SON OP 20.005 Appointment/Promotion/Tenure/ Reappointment of Faculty 32

Congruence of TTUHSC and SON expected faculty outcomes policies. SON expected faculty outcomes are congruent with institutional expected faculty outcomes, as evidenced by development of SON OP 20.005 Appointment/Promotion/ Tenure/Reappointment of Faculty based on criteria provided in the TTUHSC OP 60.01 Tenure and Promotion Policy. Each policy is accessible via the links listed below. Each policy is included in the faculty orientation process. For demonstration of the congruence of the TTUHSC and SON policies, see Table I-C.1. Map of TTUHSC OP 60.01Tenure and Promotion Policy and SON OP 20.005 Appointment/Promotion/ Tenure/Reappointment of Faculty below. The same and similar terms in the institutional and SON policies are bolded in the table. Development of SON policies often occurs by delineating specific procedures for implementation from the more general TTUHSC policies. SON OP 20.005 Appointment/Promotion/Tenure/Reappointment of Faculty TTUHSC OP 60.01 Tenure and Promotion Policy Table I-C.1. Map of TTUHSC OP 60.01 Tenure and Promotion Policy and SON OP 20.005 Appointment/Promotion/ Tenure/Reappointment of Faculty OP Component TTUHSC Operating Policy 60.01 SON Operating Policy 20.005 Purpose General Considerations The purpose of this Health Sciences Center Operating Policy and Procedure (HSC OP) is to provide TTUHSC tenure and promotion guidelines within the HSC OP manual, as required by Section 04.02, Regents Rules. All tenure and/or promotion considerations and recommendations rest upon objective requirements in relationship to the ability of faculty members to perform effectively their responsibilities in teaching, scholarship, clinical service, and academically-related or other public service. This policy establishes the review processes used by faculty and administrators to develop guidelines regarding the APPOINTMENT, promotion, tenure, and reappointment of faculty The appointment, promotion, tenure, and reappointment process is used to evaluate the professional expertise of faculty, ensure professional development of faculty, protect academic freedom, encourage professional engagement of faculty, and promote faculty in recognition of evolving competence and achievements. Orientation process. While informal faculty feedback regarding effectiveness of the faculty orientation process has been positive across time, as faculty numbers have continued to grow and with realization of the limited amount of orientation for part-time faculty, a review process was implemented in spring 2014 to improve and individualize faculty orientation. The appointed task force has spent approximately 12 months carefully conducting the review, reviewing and revising the existing Orientation Policy, and providing improvement recommendations. The existing Orientation Policy was revised during 2014, approved by the Task Force at the January 33

2015 Task Force meeting, and forwarded to the designated council for completion of the approval process. The policy is expected to be approved by the time of the site visit. To facilitate the improvement in the Faculty Orientation process, during spring 2015 the SON IT staff will develop a Faculty Orientation Tutorial similar to the one developed for students. Additionally, a Faculty Orientation Satisfaction survey has been developed and will be administered in May 2015 to new faculty hired and oriented during the fall 2014 semester. The revised Faculty Orientation Policy, student tutorial example, and satisfaction survey tool are accessible via the links listed below: Revised SON OP 20.010 Faculty Orientation Policy (SON OP 20.010 Faculty Orientation Policy, 2015 Revision Student Orientation Tutorial (Student Orientation) Faculty Orientation Satisfaction Assessment Tool (Faculty Orientation Satisfaction Assessment Tool I-D. Faculty and students participate in program governance. Elaboration: Roles of the faculty and students in the governance of the program, including those involved in distance education, are clearly defined and promote participation. Nursing faculty are involved in the development, review, and revision of academic program policies. Program Response: Faculty and students participate in program governance. The rationale for compliance with Key Element I-D criteria is based on completion of the Self- Assessment process and evidenced in the Self-Assessment Report narrative below. SON Governance. Roles of the faculty and students in the governance of the SON, including distance education students and telecommuting faculty are clearly defined and promote participation. During academic year 2014, the SON developed the transition from a Governance-By-Committee model (where various committees conduct the work of governance) to a Shared Governance model (where various councils conduct the work of governance) and implemented September 1, 2014. In both models, faculty are actively involved in development, review, and revision of academic programmatic policies through service as committee/council members, taskforce chairs/members, and elected committee/council officers. Students served on programmatic committees in the Governance-By-Committee model and continue to serve on the programmatic councils of the Shared Governance model, as well as on programmatic student advisory councils and the SON Advisory Council with voice and vote. Council meetings are held via interactive TV, Web-ex, and telephonic connectivity across campuses, sites, and distance locations. Student representatives volunteer or are selected to serve with voice and vote on each program council for Traditional Undergraduate BSN, Non-Traditional Undergraduate BSN (RN-BSN and 34

Second Degree), MSN, and DNP academic programmatic councils. The roles of faculty, students, and staff in the governance of the SON are clearly delineated in the Shared Governance Bylaws, located on the Shared Governance website (Shared Governance Bylaws website. Responsibilities and functions for faculty and student members of each programmatic council and SON Advisory Council are delineated in the SON Shared Governance Bylaws. Access to the Shared Governance Model diagram and an example set of programmatic council meeting minutes where faculty and student members are listed is via the links listed below: Shared Governance Bylaws (Shared Governance Bylaws Shared Governance Model Diagram MSN Council November 14, 2014 Meeting Minutes Sample (student members are listed and student participation is highlighted (MSN Council Minutes for November 10, 2014 Each programmatic council (as well as the previous programmatic committee) organizes programmatic-specific policies via links on the Faculty and Staff Webpage. A BSN example is the Undergraduate Program Operating Policies listed in the Undergraduate link on the webpage. The BSN-specific policies guide decision-making processes related to issues involving curriculum, clinical experiences, students, and preceptors for the BSN students. For example, the Second Degree Program Council members approve changes to the operating policies within the designated programmatic links as evidenced by the Second Degree Council Minutes from October 6, 2014 where SON OP 30.130 Progressions Policy and SON OP 60.083 BSN Admissions Policy were revised. Links to the policies and minutes documenting the reviews are listed below: BSN-Specific Policies Link on the Faculty and Staff Webpage Undergraduate Progressions Policy (SON OP 30.130 Progressions Policy ) BSN Admissions Policy (SON OP 60.083 BSN Admissions Policy) Second Degree Council Meeting Minutes for October 6, 2014 A graduate council example is use of the Curriculum Review Policy for regular review of courses. SON OP 40.401 MSN Curriculum Review Policy details the comprehensive and ongoing review of curricula by the MSN Committee (now MSN Council) to ensure faculty are engaged in the review process and develop a deep understanding of the curriculum; promote high standards for curriculum delivery, content, and achievement of MSN Student Learning Outcomes; and engage in continuous quality improvement for the curriculum (SON OP 40.401, p. 1). The links for the policy and the completed course review form sample are listed as follows: MSN Curriculum Review Policy (SON OP 40.401 MSN Curriculum Review 35

NURS 5345 Advanced Practice Nursing Application of Pathophysiology (NURS 5345 Advanced Practice Nursing Application of Pathophysiology Course Map ) The report and minutes for May 2014 are also available and documentation in the MSN Committee minutes Student advisory councils. The five department chair programmatic student advisory councils used for ongoing improvement and maintenance of open communication among students and administrators, faculty, and staff include the Undergraduate Department Chair s Advisory Council, RN-BSN Undergraduate Department Chair s Advisory Council, Second Degree Undergraduate Department Chair s Advisory Council, MSN Department Chairs Advisory Council, and DNP Department Chairs Advisory Council. The minutes of the advisory council meetings are shared with faculty for discussion and improvement planning. The student input provides guidance for programmatic improvement while students are enrolled by the polling of student peers by council members prior to each meeting for solicitation of issues to be discussed at scheduled council meetings. Undergraduate and graduate samples of the department chair student advisory council meetings are as follows: Undergraduate Example ([Example: Undergraduate Department Advisory Council Minutes for October 27, 2014 ) Second Degree Example (Second Degree Electronic Student Forum Ideas for the Chair (Example Student email message received February, 2014 and Non-TUG Committee Meeting Minutes March 10, 2014 New Business Agenda Item IX) Graduate Example ([Example: Graduate Department Chair Advisory Council Minutes for October 27, 2014). DNP Course Example for NURS 7310 Health Innovations in Chronic Illness improvement based on discussion of the fall 2013 DNP Advisory Council meeting minutes (DNP Committee Meeting Minutes for January, 2014) The course revisions were approved by the DNP Committee in July 2014 Minutes I-E. Documents and publications are accurate. A process is used to notify constituents about changes in documents and publications. Elaboration: References to the program s offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, grading policies, degree/certificate completion requirements, tuition, and fees are accurate. Information regarding licensure and/or certification examinations for which graduates will be eligible is accurate. For APRN education programs, transcripts or other official documentation specify the APRN role and population focus of the graduate. 1, 2 If a program chooses to publicly disclose its CCNE accreditation status, the program uses either of the following statements: 1 Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (July 2008). 2 Criteria for Evaluation of Nurse Practitioner Programs (National Task Force on Quality Nurse Practitioner Education, 2012). 36

The (baccalaureate degree in nursing/master's degree in nursing/doctor of Nursing Practice and/or post-graduate APRN certificate) at (institution) is accredited by the Commission on Collegiate Nursing Education, One Dupont Circle, NW, Suite 530, Washington, DC 20036, 202-887- 6791. The (baccalaureate degree in nursing/master's degree in nursing/doctor of Nursing Practice and/or post-graduate APRN certificate) at (institution) is accredited by the Commission on Collegiate Nursing Education (http://www.aacn.nche.edu/ccne-accreditation). Program Response: Documents and publications are accurate and a process is used to notify constituents about document and publication changes. The rationale for compliance with Key Element I-E criteria is based on completion of the Self-Assessment process and evidenced in the Self-Assessment Report narrative below. SON Catalog and website publications. References to degree offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admissions policies, grading policies, degree/certificate completion requirements, tuition, and fees are accurate and accessible in the SON catalog and respective degree websites. The references are posted in the SON Catalog on the Current Student tab for each degree and/or on the degree website as listed below in Table I-E.1. Graduate and Undergraduate Student Publications and Sites: Table I-E.1. Graduate and Undergraduate Student Publications and Sites Publication Publication Link Undergraduate Admissions BSN Admissions Policy Catalog page 51 for TUG, page 85 for RN-BSN, and page 69 for Policy (TUG, RN-BSN, Second Degree Second Degree) Undergraduate Grading Policy 2015 School of Nursing Handbook Undergraduate Grading Policy, pp 46-49 Undergraduate Degree SON OP 30.050 Degree Plan Policy Completion Requirement Policy Traditional Undergraduate 2015 Catalog Tuition and Fees Table Tuition and Fees RN-BSN Undergraduate Tuition and Fees Second Degree Undergraduate Tuition and Fees MSN Graduate Tuition and Fees DNP Graduate Tuition and Fees 2015 Catalog Tuition and Fees Table 2015 Catalog Tuition and Fees Table 2015 Catalog Tuition and Fees Table 2015 Catalog Tuition and Fees Table MSN Admission Requirements MSN Admission Requirements Catalog pp 100-108 Graduate Grading Policy 2015 School of Nursing Student Handbook Graduate Grading Policy, pp 47-49 MSN Degree Completion 2015 Catalog MSN Degree Completion Requirements pp 110-118 Requirements per Track 37

Table I-E.1. Graduate and Undergraduate Student Publications and Sites Publication Post-MSN Certificate Completion Requirements MSN Certification Exam Completion Requirements DNP Admission Requirements from DNP Admissions Policy DNP Degree Completion Requirements Publication Link 2015 Catalog Post-Master s Certificate Course Requirements pp.123-128 MSN Certification Completion Requirements MSN Website 2015 Catalog DNP Admission Policy Requirements Catalog pp 129-135 2015 Catalog DNP Degree Completion Requirements pp 135-140 Additionally, information for each degree track is posted on the respective website and in recruitment brochures. Links are listed in Table I-E.2. Undergraduate and Graduate Degree Track Information and Site below: Table I-E.2. Undergraduate and Graduate Degree Track Information and Site Website Traditional BSN (TUG) RN-BSN Second Degree MSN Administration Track MSN Education Track MSN Nurse Midwifery MSN Pediatric Nurse Practitioner-Acute Care MSN Adult-Gerontology Acute Care Nurse Practitioner MSN Family Nurse Practitioner MSN Pediatric Nurse Practitioner- Primary Care Doctor of Nursing Practice Weblink Traditional BSN Undergraduate website RN-BSN Undergraduate website Second Degree BSN Undergraduate website MSN Administration website MSN Education website MSN Nurse Midwifery website MSN Pediatric Nurse Practitioner Acute Care website MSN Adult-Gerontology Acute Care Nurse Practitioner website MSN Family Nurse Practitioner website MSN Pediatric Primary Care Nurse Practitioner website Doctor of Nursing Practice website SON accreditation status website. The institutional and SON accreditation status statements are posted on the School of Nursing Accreditation website. The CCNE accreditation status statement is consistent with the second example statement above. Since the 2003 CCNE site visit, the TTUHSC has completed the initial institutional Southern Association of Colleges and Schools Commission on Colleges (SACS-COC) and five-year reaccreditation site visits and is completing the five-year mid-term SACS-COC review process (due in March 2015). Reports for each site visit are available onsite in the resource room. Additionally, the SON has completed the Accreditation Commission for Midwifery Education site visit for the Midwifery track accreditation. The report is available onsite in the resource room. Folders of correspondence with accrediting and regulatory agencies from 2005 through 2014 are available in the Resource Room. Samples of use and revision of SON policies. A list of samples of faculty use and revision of policies for improvement is as follows: 38

Admission policy use samples. A sample use of SON OP 60.083 BSN Admissions Policy is demonstrated by the Second Degree Admissions Committee. Student data identified in the Admissions Policy are collected by the Office of Student Affairs via an online application completion process and provided to the Admissions Committee members. An example of the data provided by the Office of Student Affairs is listed in the link below for the Second Degree Applicant Daily Report for spring 2015 Admissions. Additional information is collected during the applicant interview process and the Admissions Rubric is completed for each applicant using the Second Degree Program Applicant Interview Instructions for Faculty (see instructions link in the list below). Revisions to the BSN Admissions Policy and the Applicant Rubric are discussed and voted on by the members of the Second Degree Program Council. The Second Degree Program Council Minutes for October 6, 2014 reflect discussion of admissions decisions made using the BSN Admissions Policy. The minutes for August, 11, 2014 reflect discussion and approval of revisions to the Admissions Rubric. Links for the Second Degree Applicant Daily Report and Applicant Interview Instructions for Faculty are listed as follows: A Sample Second Degree Applicant Daily Report for Spring 2015 Admissions (Second Degree Applicant Daily Report for Spring 2015 A Sample Second Degree Program Applicant Interview Instructions for Faculty (Link: Second Degree Program Applicant Interview Instructions for Faculty A Sample Second Degree Applicant Rubric (Second Degree Applicant Rubric (redacted) A Sample Second Degree PEP (Potential, Educational preparation, Professionalism) (Second Degree PEP Interview Questions (Second Degree Program PEP Interview Questionnaire An additional sample for use of the Admission Policy is for the Spring 2015 RN-BSN admissions cycle using an Admissions Rubric. Attached Minutes indicate the Admissions Rubric worked well for differentiating qualified students and applicants for placement on the Wait List to cap the enrollment of RN-BSN students rather than admitting all applicants (RN-BSN Council Minutes November 10, 2014 and RN-BSN Admissions Rubric). Graduate sample for use of SON OP 40.465 Full Admissions Policy is the MSN Committee decision to admit a student in the category of Provisional Admission because the student did not meet all of the admission criteria but presented a compelling case for admission (MSN Committee Minutes for July 14, 2014). Under provisional admission, the student enrolled in six credit hours of graduate courses and must earn a minimum of a B grade for consideration for full admission. Review and revision of policy sample. At the June, 2014 MSN Committee meeting, SON OP 40.440 Degree Requirements policy was reviewed and faculty recommended inclusion of ability to address the issue of age of student courses previously completed for application for current MSN nursing standards. Rather than revise the policy, faculty decided to develop a new policy to specifically address the age limit for courses to meet degree requirements. The new policy, SON OP 40.442 Age of Earned Credits in Master of Science in Nursing (MSN) Program of Study, developed by faculty was submitted to the MSN Committee at the June, 2014 meeting for review, discussion, and approval (see MSN Committee Minutes June, 9 2014). Grading policy use example. Faculty used SON OP 40.471 Grade Calculation for all Courses for a student who disputed the grade as calculated for a Geriatric Case Study graded using an established grading rubric in the NURS 5541 Primary Care II course. Faculty upheld the grade by implementing the procedures in the grading policy. 39

SON academic calendar and website for policies. The academic calendar for the SON current and previous academic years are posted on the Current Student website (SON Catalog website). Additionally, the respective recruitment, admission, grading, and degree/certificate completion requirement policies are located within the respective programmatic websites as listed in Table I-E.3. Undergraduate and Graduate Student Policies and Sites below: Table I-E.3. Undergraduate and Graduate Student Policies and Sites Website Academic Programs Recruitment Policy Recruitment Policy Undergraduate Admission Policy Graduate Full Admission Policy Weblink SON OP 60.075 Academic Programs Recruitment Policy SON OP 60.075 Academic Programs Recruitment Policy SON OP 60.083 BSN Admissions Policy SON OP 40.465 Graduate Full Admissions Grading Practices Policy (Undergraduate) Grading Practices Policy (Graduate) Undergraduate Eligibility to Take NCLEX-RN Policy Undergraduate Degree Requirements Degree Requirements Policy (Graduate) Undergraduate Graduation Graduation Policy (Graduate) SON OP 30.095 Grading Practices Policy (Undergraduate) SON OP 40.475 Grading Practices Policy SON OP 60.080 Eligibility to Take NCLEX-RN Examination Undergraduate Degree Requirements SON OP 40.440 Degree Requirements Policy Undergraduate Graduation Requirements (SON OP 40.710 Graduation Policy (Graduate) [ Accessible to faculty online via the School of Nursing Policies website APRN transcript, diploma, and certificate examples. Examples of an APRN transcript, diploma, and certificate where the population focus notation is documented are listed as follows: MSN APRN redacted transcript MSN redacted diploma (MSN APRN Diploma) Post-MSN redacted certificate Website, brochure, catalog, and handbook review. Websites, brochures, catalogs, and handbooks are reviewed regularly and revised as necessary according to SON OP 10.045 Policy and Publications Oversight. SON websites are maintained by the SON information technology staff with updates provided by the Dean, Department Chairs, Associate and Assistant Deans, Regional Deans, and Directors to ensure accurate and timely posting of information. The most recent review and revision of the SON Catalog, Student Handbook, and programmatic websites occurred during academic year 2014 and the links to each document/website are as follows: 40

SON Academic Year 2015 Catalog (2015 Catalog ) SON Graduate Department Website (SON Graduate Department website ) SON Nursing Informatics Brochure (SON Nursing Informatics Brochure) Post-MSN Adult-Gerontology Acute Care Nurse Practitioner Certificate website (Post-MSN Adult- Gerontology Acute Care Nurse Practitioner Certificate website ) SON Student Handbook (SON Student Handbook) Revision notification. Student and faculty constituents are notified of revisions in policies, SON catalog, and SON Student Handbook via the announcements feature of SAKAI elearning system and council meetings The SON Advisory Council members are notified of revisions during the semi-annual meetings. See examples listed below: Example of Notifying Advisory Council regarding policy revision (Example: SAKAI course announcement screenshot) Announcements of Advisory Council Recommendations Implementation Provided by the Council at the April 18, 2014 Meeting During November 7, 2014 Advisory Council Meeting Minutes) I-F. Academic policies of the parent institution and the nursing program are congruent and support achievement of the mission, goals, and expected student outcomes. These policies are: fair and equitable; published and accessible; and reviewed and revised as necessary to foster program improvement. Elaboration: Academic policies include, but are not limited to, those related to student recruitment, admission, retention, and progression. Policies are written and communicated to relevant constituencies. Policies are implemented consistently. Differences between the nursing program policies and those of the parent institution are identified and support achievement of the program s mission, goals, and expected student outcomes. A defined process exists by which policies are regularly reviewed. Policy review occurs and revisions are made as needed. Program Response: Academic policies of the TTUHSC and SON are congruent and support achievement of the mission, goals, and expected student outcomes. The rationale for compliance with Key Element I-F criteria is based on completion of the Self- Assessment process and evidenced in the Self-Assessment Report narrative below. Academic policies. Institutional and SON academic OPs are congruent; support achievement of the mission, goals, and expected student outcomes; are fair and equitable; published and accessible; and reviewed and revised as necessary to foster program improvement. Institutional policies often serve as the general policies used for development of the more specific SON policies. An example is the TTUHSC OP 60.10 Faculty Grievance Procedure and the SON OP 20.090 Faculty Grievance Policy. The two policies are mapped in Table I-F.1. Map of TTUHSC OP 60.10 Faculty 41

Grievance Procedure and SON OP 20.090 Faculty Grievance Policy below where common and similar meaning terms are bolded. Table I-F.1. Map of TTUHSC OP 60.10 Faculty Grievance Procedure and SON OP 20.090 Faculty Grievance Policy OP Component TTUHSC Operating Policy 60.10 SON Operating Policy 20.090 Purpose School Directions Faculty Directions The purpose of this Health Sciences Center Operating Policy and Procedure (HSC OP) is to establish a model procedure that will permit fair, consistent, and internal consideration of grievances from faculty, and provide a process for their resolution. Each School must adopt a faculty grievance policy that is an expansion to this policy and fully describes the policy and procedures for that school within the guidelines of this HSC policy. Faculty are directed to obtain a copy of their School policy from their Dean s office. The purpose of the SON Faculty Grievance Policy is to provide a means by which formal expressions of disagreement related to administrative decisions involving certain faculty employment actions by supervisors may be resolved. A faculty member has a right to a hearing and an appeal for redress of grievance against a supervisor through the procedures outlined herein below. A faculty member may bring a grievance without fear of retaliation. Academic, student recruitment, admission, retention, and progression policies, as well as a number of other policies located on the electronic Administration, Faculty, and Student Handbooks webpages, plus the designated undergraduate and graduate programmatic council websites and workbooks are reviewed every two years, either in an odd-numbered year or an even-numbered year as designated in the policy review section of each policy. The differences between TTUHSC and SON OPs are the generality of the institutional OPs compared to the specificity of the SON OPs. The defined process existing for regularly scheduled policy reviews and revisions as needed is contained in SON OP 10.045 Policy and Publications Oversight and revision dates are noted in the History Key at the bottom of each policy. The list of policies below is accessed via the respective links: TTUHSC OP 60.10 Faculty Grievance Procedure (TTUHSC OP 60.10 Faculty Grievance Procedure SON OP 20.090 Faculty Grievance Policy (SON OP 20.090 Faculty Grievance Policy ) TTUHSC Operating Policies and Procedures Website ([TTUHSC Operating Policies and Procedures) SON Policies Website (SON Policies website) SON OP 10.045 Policy and Publication Oversight Policy (SON OP 10.045 Policy and Publications Oversight) The required supporting documentation for each Standard I Key Element is listed in Table I.A-F.1. List of Required Supporting Documentation by Key Element below: 42

Table I.A-F.1. List of Required Supporting Documentation by Key Element Key Element I-A. TTUHSC and SON Mission, Goals, Expected Student Outcome Congruency I-B. TTUHSC and SON Mission Goals, Expected Student Outcome Review and Revision Required Supporting Documentation TTUHSC and SON Mission Statements (Table 1-A.1. Map of TTUHSC and SON Mission Statements) TTUHSC and SON Strategic Plan Goals (Table I-A.2. Map of TTUHSC and SON Strategic Goals, Academic Years 2013-2018) Other SON Goals (Table I-A.3. Other SON Strategic Goals, Academic Years 2012 and 2013-2018) Student Learning Outcomes (Table 1.A4. Undergraduate and Graduate Student Learning Outcomes (SLOs)) Bound, hardcopy SON Annual Reports (available onsite in the resource room) Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) Essentials of Master s Education in Nursing (AACN, 2011) National Organization of Nurse Practitioner Faculties 2012 Nurse Practitioner Core Competencies (2012) Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2012) Consensus Model for APRN Regulation: Licensure, Accreditation, and Certification, and Education (2008) National League for Nursing (NLN) Core Competencies of Nurse Educators (2005) Nurse Manager Leadership Collaborative (NMLC) Inventory Tool (2004) American College of Nurse Midwifery (ACNM) Core Competencies for Basic Midwifery Practice (2012) Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) American Organization of Nurse Executives (AONE) Nurse Executive Competencies SON Policies and Procedures (OPs) (SON OP 10.060 Strategic Planning and Mission Policy) SON Mission Statements (SON Mission, Vision, Values, and Goals website) Strategic Planning Committee Minutes (Strategic Planning Committee Minutes, April 19, 2013) Student Learning Outcomes Review Policies (SON OP 30.040 Curriculum Development Curriculum Revision (Undergraduate); and SON OP 40.105 Curriculum Development Curriculum Revision Policy (Graduate MSN and DNP) Double T Curriculum Council Minutes Double T Curriculum Website (Prospective Students tab, Undergraduate, BSN) RN-BSN Minutes (RN-BSN minutes for June 11, 2012) Second Degree Improvements Second Degree Minutes (Second Degree Committee Minutes August 11, 2014) MSN Committee Minutes (Masters Studies Committee Minutes -Item F for July 9, 2012; Masters Studies Committee Minutes Spring 2014 (RE: PNP Curriculum for PNP-AC); Masters Studies Committee Minutes (RE: FNP track SCH revision 2014; MSN Council November 10, 2014 Minutes) 43

Table I.A-F.1. List of Required Supporting Documentation by Key Element Key Element Required Supporting Documentation MSN Curriculum Review Policy (SON OP 40.401MSN Curriculum Review Policy) DNP Studies Committee Minutes ((DNP Studies Committee Minutes for July 1, 2013; revised curriculum website link) I-C. Written Faculty Outcomes I-D. Faculty and Student Participation in Program Governance Faculty Roles and Orientation Policies o (SON OP 20.010 Faculty Orientation - Overview; o SON OP 20.015 Role and Responsibilities of Faculty; o SON OP 20.005 Appointment/Promotion/Tenure/ Reappointment of Faculty; TTUHSC OP 60.01 Tenure and Promotion Policy) Congruence of TTUHSC and SON Policies Example (Table I-C.1. Map of TTUHSC OP 60.01 Tenure and Promotion Policy and SON OP 20.005 Appointment/ Promotion/ Tenure/Reappointment of Faculty) Orientation Process Revision (Coordinating Council Minutes December 8, 2014; Student Orientation Tutorial Sample as Pattern for Faculty Orientation Tutorial; Faculty Orientation Satisfaction Assessment Tool) Shared Governance Model Documents (Shared Governance Bylaws (Shared Governance Bylaws; Shared Governance Model Diagram) MSN Committee Meeting Minutes Sample (July 7, 2012) Example Policies and Minutes (Second Degree Council Minutes from October 6, 2014 where OP 30.131 Progressions Policy and OP 20310 BSN Admissions Policy were revised; BSN-Specific Policies Link on the Faculty and Staff Webpage Undergraduate Progressions Policy, OP 30.131 Progressions Policy; BSN Admissions Policy; Second Degree Council Meeting Minutes for October 6, 2014; OP 40.401 MSN Curriculum Review Policy; OP 40.401 MSN Curriculum Review; NURS5345 Advanced Practice Nursing Application of Pathophysiology Review) Student Advisory Council Examples (Undergraduate Example ([Example: Undergraduate Department Advisory Council Minutes for October 27, 2014; Graduate Example (Graduate Department Chair Advisory Council Minutes for October 27, 2014). Second Degree Electronic Student Forum - Ideas for the Chair ([Example: Student email received Feb. 22, 2014. Minutes NTUG Subcommittee Meeting Minutes March 10, 2014: New Business, Agenda Item IX I-E. Document and Publication Accuracy Undergraduate and Graduate Catalog and Publication Policies (BSN Admissions Policy (BSN Admissions Policy Catalog pp 51, 69, 85; Undergraduate Grading Policy (2015 School of Nursing Handbook Undergraduate Grading Policy, pp 46-49; Undergraduate Degree Completion Requirement Policy (SON OP 30.050 Degree Plan Policy; Traditional Undergraduate Tuition and Fees ( 2015 Catalog Tuition and Fees Table); RN-BSN Undergraduate Tuition and Fees ( 2015 Catalog Tuition and Fees Table) Second Degree Undergraduate Tuition and Fees (2015 Undergraduate Catalog (Second Degree); MSN Graduate Tuition and Fee ( 2015 Catalog Tuition and Fees Table); DNP Graduate Tuition and Fees ( 2015 Catalog Tuition and Fees Table); MSN Admission Requirements from MSN Requirements Policy (MSN Admission Requirements Catalog pp 100-108); Graduate Grading Policy (2015 44

Table I.A-F.1. List of Required Supporting Documentation by Key Element Key Element Required Supporting Documentation School of Nursing Student Handbook Graduate Grading Policy, pp 47-49; MSN Degree Completion Requirements per track ((2015 Catalog MSN Degree Completion Requirements pp 110-118; Post-MSN Certificate Completion Requirements pp 123-128; MSN Certification Exam Completion Requirements (MSN Certification Completion Requirements MSN Website; DNP Admission Requirements from DNP Admissions Policy (DNP Admission Policy Requirements Catalog page; DNP Degree Completion Requirements ((2015 Catalog DNP Degree Completion Requirements pp 135-140) Accreditation Website Admission Policy Use Examples (OP 60.083 BSN Admissions Policy; Second Degree Applicant Daily Report for Spring 2015 Admissions; Second Degree Program Applicant Interview Instructions for Faculty ; Second Degree Applicant Rubric (redacted); Second Degree PEP Interview Questions; OP 40.465 Graduate Admissions Policy; MSN Committee Minutes for July 14, 2014 ) Review, Revision, and New Policy Development Example (new policy, OP 40.442 Age of Courses Policy, developed by faculty was submitted to the MSN Committee at the June, 2014 meeting for review, discussion, and approval; MSN Committee Minutes June, 9 2014) Use of Grading Policy Example (OP 40.471 Graduate Grade Calculation Policy; SON Catalog (SON OP 60.075 Academic Programs Recruitment Policy with attachment, SON OP 60.075.01 Attachment A: Advertising, Student Recruitment, and Representation of Accredited Status; SON OP 40.461 Recruitment Policy (Graduate); Undergraduate Admission; SON OP 40.465 Graduate Full Admissions Policy; SON OP 30.095 Grading Practices Policy (Undergraduate); SON OP 40.475 Grading Practices Policy (Graduate); SON OP 30.440 Undergraduate Degree Requirements; SON OP 60.080 Eligibility to Take NCLEX-RN Examination; SON OP 40.440 Degree Requirements Policy (Graduate); SON OP 30.710 Undergraduate Graduation; SON OP 40.710 Graduation Policy (Graduate); and accessible to faculty online via the School of Nursing Policies website) APRN Redacted Transcript, Diploma, and Certificate Samples Website Review Policy and Website Examples (SON OP 10.045 Policy and Publications Oversight; SON Academic Year 2015 Catalog (2015 Catalog; SON Graduate Department website; SON Nursing Informatics Brochure; Post-MSN Adult-Gerontology Acute Care Nurse Practitioner Certificate website; SON Student Handbook) Revision Notification Examples (SAKAI course announcement screenshot; November 7, 2014 Advisory Council Meeting Minutes) Table I-E.1. Graduate and Undergraduate Student Publications and Sites Table I-E.2. Graduate and Undergraduate Track Information and Sites Table I-E.3. Undergraduate and Graduate Student Policies and Sites 45

Table I.A-F.1. List of Required Supporting Documentation by Key Element Key Element I-F. TTUHSC and SON OP Congruency Required Supporting Documentation Academic Policies (TTUHSC OP 60.10 Faculty Grievance Procedure; SON OP 20.090 Faculty Grievance Policy; TTUHSC Operating Policies and Procedures; SON Policies website; SON OP 10.045 Policy and Publications Oversight; Table I- F.1. Map of TTUHSC OP 60.10 Faculty Grievance Procedure and SON OP 20.090 Faculty Grievance Policy) 46