THE VICTORIA COLLEGE ASSOCIATE DEGREE NURSING PROGRAM

THE VICTORIA COLLEGE ASSOCIATE DEGREE NURSING PROGRAM SELF-STUDY REPORT for THE NATIONAL LEAGUE FOR NURSING ACCREDITING COMMISSION October 2012 VICTORIA COLLEGE ASSOCIATE DEGREE NURSING PROGRAM VICTORIA, TEXAS A SELF-STUDY REPORT Presented to THE NATIONAL LEAGUE FOR NURSING ACCREDITING COMMISSION

Table of Contents List of Tables List of Appendices iv v Section I: Executive Summary 1 General Information 2 Introduction 4 History of the Nursing Education Unit 6 Summary of Standards and Criteria 8 Analysis and Summary 15 Section II: Standard 1-6 17 Standard 1 18 Criterion 1.1 18 Criterion 1.2 23 Criterion 1.3 25 Criterion 1.4 27 Criterion 1.5 30 Criterion 1.6 31 Criterion 1.7 32 Criterion 1.8 33 Criterion 1.9 35 Criterion 1.10 36 Standard 2 37 Criterion 2.1 37 Criterion 2.2 37 Criterion 2.3 41 Criterion 2.4 42 Criterion 2.5 43 Criterion 2.6 45 Criterion 2.7 46 Criterion 2.8 46 Criterion 2.9 48 Criterion 2.10 48 Standard 3 49 Criterion 3.1 49 Criterion 3.2 62 Criterion 3.3 64 Criterion 3.4 65 Criterion 3.5 66 Criterion 3.6 66 Criterion 3.7 66 Criterion 3.8 67 ii

Standard 4 68 Criterion 4.1 68 Criterion 4.2 77 Criterion 4.3 81 Criterion 4.4 88 Criterion 4.5 89 Criterion 4.6 92 Criterion 4.7 94 Criterion 4.8 96 Criterion 4.8.1 99 Criterion 4.9 100 Standard 5 101 Criterion 5.1 101 Criterion 5.2 102 Criterion 5.3 105 Criterion 5.4 105 Standard 6 111 Criterion 6.1 111 Criterion 6.2 111 Criterion 6.3 113 Criterion 6.4 114 Criterion 6.5.1 115 Criterion 6.5.2 116 Criterion 6.5.3 117 Criterion 6.5.4 118 Criterion 6.6 119 Section III: Appendices 122 iii

List of Tables Table 1 Relationship College Mission Statement & A.D.N. Philosophy 20 Table 2 Faculty Service on Committees 23 Table 3 Faculty Continuing Education 38 Table 4 Location of Policies for Students 50 Table 5 Student Services Staff 62 Table 6 Curriculum Threads 69 Table 7 Relationship Among A.D.N. Philosophy, Program Objectives, 72 and Program Outcomes Table 8 Learning Activities Associated With Theory Content 76 Table 9 Required Nursing Courses 78 Table 10 A.D.N. Support Courses from the Sciences and Humanities 78 Table 11 Integration of Learning Outcomes, Instruction, Learning 82 Activities and Evaluation Table 12 Distribution of Required Courses 94 Table 13 Agencies Utilized for Clinical Experiences 97 Table 14 Classrooms 103 Table 15 Student Evaluation of Physical Facilities 104 Table 16 Student Evaluation of Library Services 106 Table 17 Faculty Evaluation of Library Services 106 Table 18 Student Evaluation of Learning Lab Facilities 108 Table 19 Student Evaluation of Technology Services 110 Table 20 Faculty Evaluation of Technology Services 110 Table 21 NCLEX- RN Pass Rates First Time Takers 115 Table 22 Program Completion Rates 117 Table 23 Student/Employer Satisfaction 117 Table 24 Job Placement Rates 118 Table 25 Online Compared to In-class Pass Rates 120 iv

List of Appendices Appendix 1 Organizational Chart 123 Appendix 2 A.D.N. Budget 125 Appendix 3 Faculty Credentials 127 Appendix 4 Evaluation Forms 130 Appendix 5 Syllabus Acknowledgement 133 Appendix 6 A.D.N. Applicant Data Form 135 Appendix 7 Letters 137 Appendix 8 Clinical Evaluation Form 144 Appendix 9 Student Services 146 Appendix 10 Leveled Outcomes 149 Appendix 11 Test Plan Summary 156 Appendix 12 Academic Status Report 158 Appendix 13 Systematic Plan Evaluation 160 v

Section 1: Executive Summary 1

GENERAL INFORMATION 1. The type of program being reviewed and purpose and date of the visit: Associate Degree Nursing Program NLNAC Accreditation: October 2-4, 2012 2. Name, address, and telephone number of governing organization: Victoria College 2200 E. Red River Victoria, Texas 77901 (361) 573-3291 3. Name, credentials, and title of chief executive officer of the governing organization: Tom Butler, Ed.D. President 4. Name of regional/institutional accrediting body and accreditation status: Southern Association of Colleges and Schools (SACS) Full Accreditation: February 2003 5. Name, address, and telephone number of nursing education unit: Associate Degree Nursing Program The Victoria College 2200 E. Red River Victoria, Texas 77901-4494 Telephone #: (361) 572-6435; Fax #: (361) 572-6441 6. Name, credentials, and title of nurse administrator: LeAnn Wagner, MSN, RN Dean of Allied Health/A.D.N. Director Telephone #: (361) 582-2551; Fax #: (361) 572-6441 E-mail address: leann.wagner@victoriacollege.edu Alison Hewig, MSN, RN Associate Degree Program Chair Telephone #: (361) 582-2425; Fax #: (361) 572-6441 E-mail address: alison.hewig@victoriacollege.edu 2

7. Name of state board of nursing and approval status: Texas Board of Nursing 333 Guadalupe #3-460 Austin, Texas 78701-3942 Continued Full Accreditation: May, 2012 8. Standards and criteria used in the self-study report: NLNAC Accreditation Manual 2008: Standards and Criteria 3

Introduction Victoria College is located in Victoria, Texas in south central Texas. The College serves seven counties (Calhoun, Dewitt, Goliad, Gonzales, Jackson, Lavaca, and Victoria) which are often referred to as the Golden Crescent area. The service area of approximately 5,960 square miles is predominately rural with Victoria being the largest city. Approximately 188,799 individuals currently reside within this area with 56.8% of the total population Caucasian, 5.4% Black, 34.6% Hispanic, and 3.2% other. The Hispanic population continues to experience the most rapid growth. The economy of this area is driven by very diverse business interests including oil and gas production, agribusiness, petrochemical plants, and manufacturing enterprises. Most recently, Caterpillar, International is building a large manufacturing facility in Victoria that will eventually employ over 800 individuals. Central to the mission of Victoria College is providing opportunities for the population to achieve their educational goals and therefore meet the workforce needs of both individuals as well as area employers. Victoria College was established in 1925 and is an open-access two year institution that grants the Associates of Arts, Associate of Science, and the Associate of Applied Science degrees; certificates in a number of allied health and workforce areas, non-credit continuing education courses, and foundational courses in reading, writing, and mathematics. From Fall 2009 to Fall 2011, academic enrollment at the College increased 12% to 4,514 students. The Workforce & Continuing Education headcount increased 42% to 6,753. The Associate Degree Nursing (A.D.N.) Program is organizationally part of the Allied Health Division. In addition to the A.D.N. Program, the Allied Health Division also has programs of study in respiratory care, vocational nursing, physical therapy assistant and medical laboratory technology. At the beginning of the Spring 2012, semester there 4

were 203 full-time students enrolled in the A.D.N. Program. In the fall of 2011, there were 741 students at Victoria College who had associate degree nursing as a declared major (http://www.victoriacollege.edu/images/files/ire/fall_2011_inside_numbers.pdf). The Allied Health Division is under the direct supervision of the Dean of Allied Health who reports directly to the Vice-President of Instruction. The Dean is also the Director of the A.D.N. Program with a full-time A.D.N. Program Chair who is responsible for the day-to-day activities of the Program. In addition to the Director and the Program Chair, there are 13 full-time A.D.N. faculty members, a Nursing Simulation and Laboratory Coordinator, and several adjunct faculty who assist in providing quality learning experiences for the students enrolled in the program. 5

History of the Nursing Education Unit The Victoria College Associate Degree Nursing (A.D.N.) was established to meet the local and regional needs for quality Registered Nurses. With the admission of the first class of 40 A.D.N. students in September, 1975, the tireless work of many community leaders was rewarded and their vision achieved. The program continues to have broad support from all communities of interest in the service area including the medical, nursing, and educational communities. Each program graduate has been given an opportunity to achieve the goal of becoming a skilled professional nurse who could provide the highest quality of safe nursing care to all patients. The A.D.N. Program was granted initial accreditation by the Board of Nurse Examiners (BNE) for the State of Texas in 1975 and received full accreditation in 1977 continuing with that status to the present time. In 1981, the A.D.N. Program and Victoria College, recognizing the importance of National League for Nursing (NLN) accreditation, sought and achieved initial accreditation. The program has maintained continuous accreditation since that time. The most recent NLNAC accreditation visit was in the fall of 2004. The Victoria College A.D.N. Program is located in the recently constructed Health Sciences Center on the main campus in Victoria, Texas. There are no satellite sites offering A.D.N. courses. The program does offer some on-line courses which assist in meeting the needs of students throughout our geographically large service area. The A.D.N. Program is a multiple entry/multiple exit program providing maximum flexibility for enrolled and returning students. The Generic Track consists of four semesters of nursing courses beginning with Level 1, which introduces students to the profession, and culminating with Level IV which begins the students transition to graduate nurse. Students who successfully complete Level II can (on a space available 6

basis) choose an optional summer rotation in the college Vocational Nursing Program which will, upon successful completion, allow them to take the NCLEX-PN and become Licensed Vocational Nurses. The A.D.N. Program also offers a Transition Track which is available only for LVN s and can be completed in three semesters. These students enter the LVN course in the summer followed by Level lll in the fall and Level IV in the spring completing the entire Transition Track in one calendar year. The basis of the A.D.N. Program is found in its philosophy. This philosophy is consistent with and reflective of the mission and goals of the parent institution. The A.D.N. conceptual framework and curriculum threads also serve as guides for the educational process. The A.D.N. faculty continues to review and update the program philosophy to ensure it remains reflective of current practices in nursing education. The Differentiated Essential Competencies (DECs) of Graduates of Texas Nursing Programs released in October 2012 were used as a guide to review and revise the program competencies and the curriculum. During the thirty seven years the A.D.N. Program has been preparing professional nurses, the faculty has been a major factor in the program s success. Their tireless dedication to nursing, students, patients, and community instills in students a high standard of professionalism. Diversity among the faculty provides students with a broad perspective of nursing as they transition from students to graduates providing the highest standard of nursing care to their patients. 7

Summary of Standards and Criteria Standard 1: Mission and Administrative Capacity The mission of Victoria College and the philosophy of the Associate Degree Nursing Program continue to be intricately related with shared values and goals. Both the College and the A.D.N. Program value integrity, respect for individuals, student success and excellence. The Program faculty, administrators and students continue to play a vital role in the governance of the College and the Program with faculty members serving on many college-wide committees. Nursing students have the opportunity to participate in the Victoria College Student Government and also to serve as representatives on the A.D.N. Faculty-Student Liaison Committee. The Student Nurses Association continues to be a very active group on campus and in the community. The community also plays a vital role in providing input into the decision making processes of the College and the A.D.N. Program. The Advisory Committee meets each Fall and Faculty Agency Committees meet each Spring. In addition, both the College and the A.D.N. Program continue to seek partnerships that promote excellence, enhance the profession and benefit the community. Most recently, the A.D.N. program signed a formal articulation agreement with the University of Houston-Victoria to facilitate admission of Victoria College A.D.N. graduates to their RN to BSN program. In addition, the A.D.N. program has recently joined the Consortium for Advancing Baccalaureate Nursing Education in Texas (CABNET). The main purpose of this consortium is to eliminate repetition of nursing content and offer students a cost effective and time efficient method to receive both an A.A.S. and a B.S.N. The anticipated outcome of this consortium s work is to increase the number of nurses with a B.S.N. or higher to meet the I.O.M. s recommendation of 80% of all Registered Nurses with at least a B.S.N. by 8

2020. (http://www.iom.edu/~/media/files/report%20files/2010/the-future-of- Nursing/Future%20of%20Nursing%202010%20Recommendations.pdf). The A.D.N. Program is under the leadership of a nurse administrator who meets, and exceeds, requirements of the Texas Board of Nursing (BON). With over 36 years of nursing education experiences, she has extensive knowledge of nursing education, the Victoria College A.D.N. Program, the Victoria College, and the community. She is active in many state wide nursing groups and serves on a number of state-wide committees. Most recently, she served her second term as President of Texas Association of Deans and Directors of Schools of Professional Nursing; she was also elected Chair of the Advisory Committee on Education for the Texas Board of Nursing. She is assisted by the A.D.N. Program Chair who is responsible for the day-to-day operations of the program. With input from the program chair and faculty, the nurse administrator prepares and administers the budget of the A.D.N. program, which is the largest budget of any instructional department in the College. She also initiates grant applications to secure supplemental funds for special program needs and projects. Policies of the nursing education unit are comprehensive and are generally consistent with Victoria College policies. Because of the intense nature of the selective admission of Allied Health Programs, each program prepares a Student Handbook which gives the program specific policies and guidelines that governs that program. These Handbooks are approved by the Victoria College Board of Trustees each fall prior to the beginning of the academic year. The A.D.N. faculty continue to receive the Victoria College Board of Trustees Market Scarcity stipend which is based on significant difficulty in recruiting well qualified faculty members to a specific discipline. Workload for the A.D.N. faculty is 15 student contact hours per week which is consistent with the college policy. Both the College and the Program have developed policies to resolve concerns/complaints from the public, employees, and students. 9

Distance education within the Program is congruent with the mission of the College and the A.D.N. Program philosophy. The only nursing courses that are currently available for A.D.N. students are limited exclusively to students in the LVN to A.D.N. transition track. This allows students who are often employed to continue working a few days each week so that they can maintain facility benefits such as health insurance. Standard 2: Faculty and Staff All A.D.N. Faculty meet the requirements of the Texas Board of Nursing, the Texas Higher Education Coordinating Board, the Texas Workforce Commission, the Southern Association of Colleges and Schools as well as the requirements of the College. All full time Program faculty have Master s degrees in nursing with three or more recent years of direct patient care experience. The Nursing Simulation and Laboratory Coordinator provides faculty support and assistance for the students simulation experiences and also coordinates the use of the campus lab. She will complete requirements for her M.S.N. in December of 2012. The College employs an L.V.N. as a Nursing Laboratory Assistant to organize supplies and equipment for faculty use in the campus lab. With a wide variety of clinical nursing experiences the faculty are able to give students a broad perspective of nursing profession. A.D.N. students have direct faculty supervision in the clinical setting with one Master s prepared nurse supervising ten students. The number of students can increase to 15 if a Teaching Assistant (TA), who has a B.S.N., is assigned with the M.S.N. prepared faculty member, who is responsible for evaluating student performance. Many TAs are pursuing or have completed their Master s degrees. Part time faculty are not routinely hired for classroom teaching, but guest speakers that are experts in their fields are utilized throughout the curriculum. There are currently 13 full-time faculty members and a pool of approximately 10 part-time faculty who can be used, depending on the program enrollment. There is a full-time administrative assistant assigned to provide 10

support to the A.D.N. Program faculty and students. The Dean who is the Nurse Administrator also has a full-time assistant assigned to her office. New Faculty members are oriented to general college policies by Human Resources and to general policies of the Instructional Unit of the College by the Vice- President of Instruction and Deans. The Program Chair and the appointed Level Coordinators provide in-depth orientation to the A.D.N. Program policies. Participation in both college-wide and program committees also provides further insight into the college, the curriculum, and the Program as a whole. The College provides support and development for distance education through its Information Technology (IT) services and the Distance Education Director. All faculty members, both full-time and part-time, are evaluated by students every semester. Non-tenured full-time faculty members meet each semester with the Dean to review their overall performance as faculty members for the previous semester; this includes review of student evaluations. Tenured faculty members meet once every two years with the Dean for a Performance Evaluation Review. Part-time faculty members are evaluated by the Program Chair. Standard 3: Students A.D.N. students are expected to follow the policies of the Victoria College, as well as the Program. VC is an open admissions community college but the A.D.N. program is a selective admission program. All polices of the College and the Program are well articulated to the students using a variety of methods, including the Student Handbooks and course syllabi. Most recently, the A.D.N. faculty began meeting with all applicants for an advising session, not only to foster better communication about the application process, but also to strengthen retention efforts. All of the information about the Program is current, accurate, clear, and consistent. Written materials and information on websites are monitored and updated as necessary. The A.D.N. students are also supported by a wide array of student services and resources provided by the College. The major responsibility of student services is to 11

foster collaboration among departments in order to support, enhance, and facilitate a positive campus experience for all Victoria College students. At VC, helping students succeed in fulfilling their educational goals is a top priority. The College complies with the Family Education Rights and Privacy Act of 1974 (FERPA) as well as the Higher Education Reauthorization Act Title IV. Students have access to the VC Help Desk for any technology questions or problems that arise. An online orientation to Blackboard, the college web based instructional platform, is also available for students to assist them with technology issues. Standard 4: Curriculum and Instruction The A.D.N. Curriculum is an essential part of the program framework that helps prepare the qualified applicant to become the entry level associate degree nursing graduate. The Program has developed leveled objectives which assist the student to attain knowledge, skills, values, and competencies to achieve that goal. The Program uses the 2010 Differentiated Essential Competencies (DECs) required by the Board of Nurse Examiners for the State of Texas as its guide. The curriculum includes cultural, ethnic, and socially diverse concepts as part of the threads that are incorporated throughout the curriculum. In addition, Sociology 1301 Introduction to Sociology is a required general education course. A variety of teaching methodologies are used by the faculty to present the nursing content. In theory courses, students are tested by faculty written exams and standardized exams from Assessment Technologies Institute (ATI). In the clinical setting, students are evaluated weekly to monitor progress toward completion of the clinical course objectives. Students meet these objectives through observed patient care, written assignments, campus laboratory check offs, oral presentations and other methods of assessments. 12

The curriculum reflects educational theory, interdisciplinary collaboration, research and best practice standards. VC considers professional development in both the discipline and the teaching craft as an essential component of the job. Interdisciplinary collaboration is utilized in the clinical setting on a daily basis and in theory as content warrants. Guest speakers from other disciplines present content in each level. A.D.N. students have clinical experiences in a variety of settings, all of which strive for best practice standards and adhere to patient health and safety standards. Standard Five: Resources Despite continuing decreases in state funding, the A.D.N. Program continues to provide a quality program, which supports student success. The College provides exceptional financial support not only for the Program, but for all student services offered by the college. The library and technology services continue to provide a high level of support and assistance to both students and faculty. In the Spring of 2009, the Associate Degree Nursing Program relocated to a newly constructed building, the Health Sciences Center (HSC). The HSC provides a modern spacious learning environment for faculty, staff, and students. The faculty utilizes the increased lab space, including four simulation rooms, to augment student experiences in managing critical or hard to find clinical situations. In addition, the students have increased access to computers as well as individual and group study space. Standard Six: Outcomes The A.D. N. Program has a very detailed written systematic plan of evaluation (SPE) that emphasizes ongoing assessment and evaluation as the basis for program changes. The SPE drives the decision making processes and changes in the curriculum. The findings of the evaluation committee are shared at least yearly with communities of interest in a variety of ways that include, but are not limited to, Advisory Council meetings and Faculty - Agency meetings. 13

The A.D.N. Program continuously monitors program outcomes by evaluating licensure pass rates, program completion, program satisfaction, and job placement rates for all students, including those enrolled in distance education courses. The SPE also ensures that program graduates are able to demonstrate the competencies expected of a graduate nurse beginning their transition into the practice arena. 14

Analysis and Summary of Strengths and Areas Needing Improvement Areas of Strengths: One of the greatest strengths of the Program continues to be the nursing faculty. Not only do they meet the requirements of all the accrediting bodies but they exceed these requirements. They are active in the Program, the College, and the community. The faculty are deeply invested in the success of the individual students as well as the success of the Program as a whole. The evidence for this statement lies in the time spent working with individual students, serving on committees, preparing lectures, offering tutoring sessions, attending seminars, advising, and providing community service. Other significant Program strengths are the curriculum and the systematic plan of evaluation (SPE). The faculty continues to value the conceptual framework that the Program was built around along with the curriculum threads that make it complete. Because of the SPE, there is continuous review, refining, and evaluation of the curriculum. Input exists in this process from faculty, students, graduates, employers, and communities of interest. Faculty continuously strive to strengthen the Program and the graduates knowledge, skills, and problem solving abilities through attendance at professional development activities as well as collaboration with colleagues through committee work. The Program continues to enjoy strong support from the college s administration, the community and health care agencies. The College mission, values, and goals are the basis for those of the Program. The College has established processes and procedures that are followed by the Program, with exceptions made when necessary. The College remains committed to excellence as evidenced by continuing voluntary membership and participation in NLN and NLNAC even in times when extreme budgetary constraints were being placed on the College by the state. Health care agencies in Victoria and surrounding communities continue to hire Program graduates and request more. These agencies play an important role in providing feedback about the Program. The community showed their support for the College and the 15

Allied Health Programs by passing the bond issue to build the Health Sciences Center and they continue to provide scholarships for A.D.N. students even in this time of economic uncertainty. Areas Needing Improvement and Goals: As in the past, the self- study compels the faculty to review and evaluate every aspect of the Program. Since the last accreditation visit, the Evaluation Committee has been established and has become a significant strength of the Program. This committee is continuously scrutinizing the curriculum and all aspects of the Program looking for areas that need to be strengthened and improved. The two areas that continue to be areas of focus for the Program are evaluation of online courses and retention of students while maintaining a high graduation rate. The original process for gathering data from online course evaluations using an on-line evaluation tool did not yield an adequate number of responses for meaningful data analysis. The evaluation was changed to paper format, but this was complicated by the quantity of evaluations that nursing students must complete and again there were not adequate responses for analysis. The plan for evaluation for the coming academic year is for the course coordinators to ensure that online students complete a separate evaluation of the course. Secondly, retention coupled with continuing high student success, continues to be another area of concern. Since implementing many new strategies, the Program has seen improvement in completion and graduation rates. The challenge for the Program for the next few years will be to maintain the high student success and graduation rates that have been achieved during the anticipated retirement of several long time experienced faculty. 16

Section 2: Standards 1 6 17

I. MISSION AND ADMINISTRATIVE CAPACITY Standard I: The Nursing education unit s mission reflects the governing organization s core values and is congruent with its strategic goals and objectives. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified outcomes. Criterion 1.1: The philosophy / mission of the program in nursing is congruent with the mission and purposes of the governing organization. The Victoria College (VC) Mission Statement, Statement of Values, and Goals are reviewed annually and revised as needed to reflect changes taking place within the College, the community, and higher education as a whole. The Associate Degree Nursing (A.D.N.) faculty is a part of this process. The A.D.N. philosophy is also reviewed periodically to reflect changes taking place with the program, the College, the community, and nursing education in general. The mission of Victoria College and the philosophy of the A.D.N. program are intricately related and share complementary and similar beliefs (see Table 1). The mission of Victoria College is as follows: Victoria College is a public, open-admission college. Our mission is to provide educational opportunities and services for our students and the communities we serve. To that end Victoria College provides the following: University Transfer Academic courses that apply to baccalaureate degrees and meet the educational needs of students planning to transfer to a university. Workforce Education Career and technical courses and programs designed to satisfy local and regional employer demands and meet individuals' workforce training needs. Academic Foundations Compensatory education courses designed to prepare students effectively for success in college-level studies. 18

Continuing Education Non-credit courses and programs that meet the immediate technical and occupational skills needs of employers and the individual, and fulfill the personal enrichment and cultural needs of the individual and the community. Adult Education Adult education, basic skills, and English as a second language instructional programs that meet the specific educational needs of our adult constituency. Student Support Services and activities that support student success. Cultural and Intellectual Outreach Educational activities and events that enhance our community's quality of life. The A.D.N. philosophy is contained in its statement of purpose: The primary purpose of the Victoria College Associate Degree Nursing program is to prepare its graduates to successfully complete the National Council Licensure Examination for Registered Nurses (NCLEX-RN), and, therefore, assume the responsibility of functioning as a member of the health care team and demonstrate a commitment to life-long learning. The administration and faculty acknowledge the concurrent responsibility of preparing graduates to meet the nursing care needs of people of this community and surrounding communities and to meet the educational needs of students who wish to pursue nursing as a means of personally satisfying intellectual, financial, and self esteem needs. The A.D.N. program curriculum offers a variety of initial learning experiences in the cognitive, psychomotor, and affective domains which will enable the graduate to enter nursing with graduate level skills and personal behaviors consistent with professional expectations. The educational experience emphasizes development of an inquiring mind which recognizes that the 19

educational process of a contemporary, safe, and effective nurse requires the continual pursuit of knowledge. As students of Victoria College, Associate Degree Nursing students must abide by all College policies and have the same privileges and responsibilities of other Victoria College students. Relationship Between College Table 1 Mission Statement and A.D.N. Philosophy Victoria College Mission A.D.N. Philosophy To provide educational opportunities and Purpose is to prepare its graduates to services for our students and the successfully complete the NCLEX-RN communities we serve. examination. Courses apply to baccalaureate degrees and meet the educational needs of students planning to transfer to a university. The A.D.N. program curriculum offers a variety of initial learning experiences in the cognitive, psychomotor, and affective domains which will enable the graduate to enter nursing with graduate level skills and personal behaviors consistent with professional expectations. The educational experience emphasizes development of an inquiring mind which recognizes that the educational process of a contemporary, safe, and effective nurse requires the continual pursuit of knowledge. To that end, the VC A.D.N. Program has seamless transition agreements with Texas A&M University at Corpus Christi, the University of Houston- Victoria and Texas Tech University in Lubbock. VC students who successfully complete the A.D.N. program of study may enter either of these RN completion programs and receive credit for all of the work completed in the VC program of study. 20

Victoria College Mission Career and technical courses and programs designed to satisfy local and regional employer demands and meet individuals' workforce training needs. A.D.N. Philosophy The administration and faculty acknowledge the concurrent responsibility of preparing graduates to meet the nursing care needs of people of this community and surrounding communities and to meet the educational needs of students who wish to pursue nursing as a means of personally satisfying intellectual, financial, and self esteem needs. Victoria College's commitment to its Mission is guided by the following values: We value integrity. Victoria College will foster an environment of respect, honesty, openness, and fairness, and will promote responsible stewardship of resources and public trust. The A.D.N. Program curriculum is organized by integrating all five nursing content areas (Medical, Surgical, Pediatrics, Psychiatric Nursing, and Obstetrics) and, therefore, the faculty has developed threads which emphasize processes rather than specific content areas to be included in every course. One of these threads is Ethics. The use of ethical principles as a standard to guide nurses as they assist clients in making very personal and often difficult decisions is paramount to providing quality health care. The philosophy includes the belief that nursing education is grounded in natural, social, behavioral, and humanistic sciences with a strong emphasis on critical thinking, ethical behavior, and caring for culturally diverse individuals. We value respect for the unique characteristics and abilities of individuals. Victoria College will welcome and promote diversity among students, faculty, staff, and our community, while cultivating a respectful, collegial, and accessible working and learning environment. Another curriculum thread is Cultural Diversity. In all aspects of providing nursing care the unique cultural background of individual clients, as well as families, is a part of the basis for mutual goal setting. Nurses must also be aware of how their own cultural background affects 21

their perspective of clients needs. We value student achievement and student success. Victoria College will create learning opportunities that challenge our students and help them meet their educational goals. Nursing education provides opportunities for the self-directed student to develop the necessary knowledge, skills, and attitudes to become a caring and competent provider of nursing care. The faculty is committed to the educational process which provides a quality multiple entry-exit program that acknowledges the right of the individual to pursue the desired level of education. Central to nursing education is the relationship between the student and faculty member and the partnership they develop to work through the educational process. The program provides the educational resources and structure to facilitate the desired outcomes. We value excellence. Victoria College will strive to achieve the highest standards of performance in teaching and in the services we offer students, colleagues, and our community. The A.D.N. Program faculty strives to prepare the students so that at a minimum, 85% of those matriculated into the program will graduate in 6 semesters. The faculty also works to ensure that at least 85% of the graduates will pass the NCLEX-RN licensure exam on the first attempt. To assist students in meeting these goals, faculty provide tutoring sessions at least weekly, as well as assist students to use tutorial programs available through Assessment Technologies Institute (ATI) and publisher websites. In addition, program outcomes anticipate that graduates will be employed in nursing after graduation and that the employers will be satisfied with the level of preparation of the new graduates. In order to meet these program objectives, the terminal student learning outcomes are based on the Differentiated Essential Competencies(DECs) of Graduates of Texas Nursing Programs released in October of 2010. Use of these outcomes facilitates the preparation of graduates who demonstrate the essential competencies for professional nursing at an associate degree level. 22

Criterion 1.2 The governing organization and nursing education unit ensure representation of student, faculty, and administrators in ongoing governance activities. For 2010-2012, four A.D.N. faculty were elected faculty senators; one was Secretary of the Senate and one was vice president. For the 2012-2014, three A.D.N. faculty will be on the faculty senate; one will be Vice President. Eleven (11) members of the nursing faculty are elected members of College committees including forum standing committees, special faculty committees, advisory and hearing committees, and administrative committees. Students participate in student government through the Student Nurses Association s representation in the Student Government Association (SGA). The SGA at VC serves to represent the student body in decision-making campus-wide. It allows student representation in all aspects of college life. SGA conducts student body elections, plans student activities, and is involved in issues pertaining to student welfare at the college. At the program level, the students have a representative on the Curriculum Committee. They also interact with faculty in the Student Faculty Liaison Committee having one representative from each level and one for the online group. In addition, a Level III and Level IV student participate in the Advisory Committee. Table 2 Faculty Service on Committees (2011-2012) Faculty Member A.D.N. Committee VC Committee Stacy Barth Faculty Curriculum Clinical Performance Review Faculty Agency -Lyceum -Distinguished Teacher Award Faith Darilek Heather Carey Faculty Courtesy Evaluation Faculty-Agency Faculty Student Nurses Association Student Faculty Liaison -Satisfactory Academic Progress Appeals -Academic Affairs -Tenure -Mentor -Mentor 23

Faculty Member A.D.N. Committee VC Committee JoAnn Ferguson Faculty None Curriculum Student-Faculty Liaison Clinical Performance Review Faculty-Agency Darla Guajardo Faculty Curriculum Clinical Performance Review (Chair) Student Faculty Liaison Advisory Council Faculty-Agency -Faculty Senate -Tenure Committee -Mentor Alison Hewig Tami Hurley Janet Ley Faculty Curriculum Faculty-Agency Advisory Student Faculty Liaison Faculty Coordinators Advisory Council Faculty-Agency Selection and Retention Faculty Faculty-Agency Evaluation Courtesy -Tenure Committee -SACS Self-Study -Academic Affairs -SACS Self study Debbie Pena Konnie Prince Jo Anne Settles Faculty Curriculum Advisory Council Evaluation SNA Sponsor Faculty-Agency Faculty Curriculum Coordinators Student-Faculty Liaison Council Clinical Performance Review Faculty-Agency Selection and Retention Faculty Curriculum Coordinators Selection & Retention Advisory Council Faculty-Agency - Faculty Senate - QEP -SACS Self-Study -Faculty Senate -Commencement -Curriculum and Instruction Council -Lyceum -Enrollment Management -Tenure 24

Faculty Member A.D.N. Committee VC Committee Michelle Ulbrich Faculty Evaluation (Chair) Curriculum Coordinators Selection and Retention Advisory Council Faculty-Agency -Curriculum and Instruction Council -Student Appeals for Academic Matters -Tenure -Mentor -SACS self study -Allied Health Academic Assessment Coordinator Nadine Van Beveren Patricia Zatopek Faculty Curriculum (Chair) Advisory Council Peer Review Faculty-Agency Student/Faculty Liaison Clinical Performance Review Faculty Curriculum Advisory Council Faculty-Agency -Commencement -Tenure Committee -Strategic Plan Early Alert -SACS Self-Study -Faculty Senate -Mentor Criterion 1.3: Communities of interest have input into program processes and decisionmaking. The A.D.N. Program faculty meets with an advisory committee every Fall semester. The committee consists of representatives from the professional community as well as representatives of Victoria College. At least two health care consumers, a former graduate of Victoria College A.D.N. Program (selected by the Director upon consultation with faculty members), one Level III and one Level IV A.D.N. student (selected by the students), and representatives from major affiliating agencies are members of the committee. The A.D.N. Director or Chair conducts the meeting to accomplish the objectives of assisting with the interpretation of the philosophy and objectives of the program, advising and making recommendations regarding program and student policies, assisting in student recruitment, giving support to maintain the major policies of the school, recommending and advising the administration on the effectiveness of the program and of the 25

nursing faculty, and providing technical and professional advice in areas such as financing, management, and public relations. The Faculty-Agency Committees are standing committees which meet every year at the completion of the spring semester. A separate meeting is held at each of the major affiliating agencies. The committees' role is advisory only, and they assume no authority towards affairs involving the operation or administration of the program. Faculty-Agency Committee functions include the following: 1. Promote a climate of friendliness toward faculty and students, and a cooperative interest in their welfare and educational experiences. 2. Orient agency personnel to the philosophy, curriculum, and course objectives of the Associate Degree Nursing Program. 3. Orient faculty to the philosophy, objectives, and standards of agency patient care. 4. Share knowledge relative to promoting high, patient-care standards, changes in agency policies and procedures, etc. 5. Promote sharing of educational resources in the form of personnel and faculty expertise, A- V software, library collections, etc. 6. Problem-solve in areas of identified conflict. 7. Advise and make recommendations regarding program policies and procedures. Input from these two committees has resulted in many beneficial changes in the program, as well as for the health care agencies in our community. A recent example of a beneficial change involved prioritizing the scheduling of A.D.N. students in the hospital clinical settings. Since hospitals are decreasing the number of new V.N. hires, they requested that A.D.N. students have priority in the hospital clinical. This change benefits the Program, as well as the hospitals in our community. 26

Criterion 1.4: Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community. Victoria College is the fiduciary agent for the Texas Allied Health Educational Cooperative (AHEC) East- Victoria Region. AHEC s mission is to help develop a stable, reliable healthcare workforce in the community through medical student rotations, engaging community service projects and fostering relationships between healthcare providers and health profession students. As a part of community service, AHEC promotes healthy living and provides health education for children and adults. They also help in recruiting students into the health care professions through programs such as the Nurse Academy and the Mentoring/Job Shadowing Program. The goal of the Nurse Academy is to expose students with an interest in nursing to the degree programs offered locally by Victoria College and he University of Houston-Victoria. Students are introduced to these opportunities through the use of hands-on, interactive programs throughout the day. High school students, college students and interested adults seeking to learn more about the specifics of their health career of interest may qualify to participate in an assigned mentoring or shadowing experience. The Associate Degree Program maintains affiliation agreements with the health care agencies that are used for clinical experiences for students. The agreement acknowledges that it is to the mutual interest and advantage of Victoria College and the agency that the students and faculty of the College be given the opportunity to utilize the facility as a clinical teaching environment for medical technical purposes. Having a diverse assortment of clinical agencies promotes excellence in clinical performance for the students by exposing them to a variety of health care delivery processes and patient presentations. The agencies acknowledge that having students and faculty in the clinical setting increases staff awareness of current health care trends, as well as facilitates agency recruitment efforts. 27

The Student Nurses Association The A.D.N. faculty sponsor and advise the Student Nurses Association (SNA). The mission of the SNA is to: Organize, represent and mentor students preparing for the initial licensure as registered nurses; Convey the standards and ethics of the nursing profession; Promote development of the skills that students will need as responsible and accountable members of the nursing profession; Advocate for high quality health care; Advocate for and contribute to advances in nursing education; Develop nursing students who are prepared to lead the profession in the future. Part of the process to fulfill this mission is to include community service projects. Members volunteered to work at the ALS 5K Stroll, Roll, and Run event, Relay for Life, Adopt-A-Pet, Blue Santa, nursing home activity participation, Health O Rama, and Habitat for Humanity. The organization also participates in the Student Government Association at Victoria College, which was elected as treasurer of the Texas Junior Colleges Student Government Association for the 2010-2011 academic school year. In addition to these activities, the SNA raised funds and contributed $5,000 toward an established endowment for scholarships as well as contributed to Relay for Life, ALS Research, Habitat for Humanity and Blue Santa. Finally, the SNA affiliated with a local hospital in two health fairs to address diabetes in the community. The students taught diet, exercise, blood sugar monitoring to the clients and referred those who met established criteria to nurse practitioners at the health fair for more in depth assessment and referral. 28

Texas Nurses Association (TNA) Nine of the A.D.N. faculty are members of the local TNA. One is currently serving as Vice President of the local chapter. The TNA provides informative speakers at meetings to help members stay abreast of current legislation and evidence based practice. The organization also provides an informal forum for nurses from education and practice to interact. Seamless Transfer Agreements Victoria College (VC) and the University of Houston-Victoria (UHV) have an articulation agreement which facilitates the transfer of VC A.D.N. graduates with unencumbered RN licenses to the RN to BSN program at UHV. Applicants to UHV, who meet all requirements for undergraduate admission as outlined in the UHV catalog and who had an overall 2.0 grade point average with at least a 2.5 GPA in all natural and behavioral science courses and were in good academic standing in their final semester at VC, are automatically admitted into the UHV RN to BSN program. The entire articulation agreement can be accessed through the UHV website at: http://www.uhv.edu/nursing/bsn/community%20college%20articulation%20agreements.htm. While not a formal articulation agreement, some accommodations are made for VC students who wish to obtain a BSN through the RN to BSN undergraduate program at Texas Tech University and Texas A&M Corpus Christi. VC has demonstrated course content to the program at both institutions so that VC students do not have to complete a formal course in nutrition to meet admission requirements. Consortium for Advancing Baccalaureate Nursing Education in Texas (CABNET) This Consortium was developed by Dr. Helen Reid at Trinity Valley Community College with the intent to eliminate repetition of nursing content and offer students a cost effective and time efficient method to receive both an A.A.S. and a B.S.N. The anticipated outcome of this 29

consortium s work is to increase the number of nurses with a B.S.N. or higher to meet the I.O.M. s recommendation of 80% of all Registered Nurses with at least a B.S.N. by 2020. (http://www.iom.edu/~/media/files/report%20files/2010/the-future-of- Nursing/Future%20of%20Nursing%202010%20Recommendations.pdf). The agreement hopes to do this by providing for shared admission and progression standards, standardized general education courses, and RN-BSN guaranteed admission to collaborating university on a space available basis. Victoria College is a participant in this Consortium. Criterion 1.5: The nursing education unit is administered by a nurse who holds a graduate degree with a major in nursing. The Dean of Allied Health has the responsibilities of the Director of the A.D.N. Program. She has a Master of Science in Nursing from the University of Texas at El Paso conferred in 1979. An official transcript of this degree is on file in the office of the Vice President of Instruction. Prior to employment at Victoria College, the Director was a faculty member for eight years in another A.D.N. program in Texas and assumed the roles of both first and second year discipline coordinator as well as curriculum committee chair. She was Vice-President of Victoria College s Faculty-Administration Senate as well as serving on a variety of College-wide committees. The Director has been an employee at Victoria College for thirty years and served as the Assistant Director of the A.D.N. Program for five years prior to assuming the Director s position in the fall of 1995. She was promoted to the position of Dean of the Allied Health Division in 2002 but continues to oversee the A.D.N. program and delegates much of the work of day-to-day management of the program to the A.D.N. Program Chair. The A.D.N. Program Chair is a faculty member of the program with release time to accomplish her responsibilities as Chair. She holds a Master of Nursing degree from the 30

University of Phoenix. Prior to assuming her responsibilities she served for 4 years as the learning laboratory instructor and 11 years as a content and clinical instructor. Criterion 1.6: The nurse administrator has authority and responsibility for the development and administration of the program and has adequate time and resources to fulfill the role responsibilities. The A.D.N. Program Director currently reports directly to the Vice President of Instruction by virtue of the fact that she is also Dean of the Allied Health Division (Appendix 1). The job description of the Dean clearly demonstrates administrative authority over faculty assignments, curriculum evaluation and changes, course scheduling, clinical scheduling, budget development and implementation, liaison with the community and regulatory bodies, overall program policy development and changes, faculty recruitment, as well as program goal setting and total program evaluation. The Program Director currently conducts evaluation of the faculty members in her role as Division Dean. The Program Chair conducts the evaluation of the program secretary. The Program Director meets frequently with the Vice President of Instruction, the Vice President of Student Services, and when, needed the President of the College. The Director attends meetings of the Victoria College Board of Trustees when issues relevant to the Program are being presented. When a concern arises that requires legal consultation, the Program Director is authorized to contact the College attorney directly for assistance. The Dean of Allied Health has no assigned teaching duties, and therefore, adequate time to fulfill the responsibilities of the Division Dean and Program Director positions. The Director, in her role as Dean of Allied Health Division, is responsible for the Vocational Nursing Programs, the Medical Laboratory Program, the Respiratory Care Program, and the Physical Therapy Assistant Program, in addition to the Associate Degree Nursing Program. Each of 31

these programs/departments, including the A.D.N. Program, has a Chair who is responsible for the day-to-day activities of the program or department. All Chairs have assigned teaching duties. The A.D.N. Program Chair was active in the management of the program before becoming Chair. She was the chair of the Clinical Performance Review Committee. Prior to her appointment as Program Chair, she was coordinator of Level 3. In addition, she participated in the self-study process for confirmation of accreditation by SACS, and has recently been actively involved in the Lyceum committee and Tenure committee of the college. She teaches about 2 credit hours of content in the Level III theory classes and has the remaining of her time to meet her responsibilities as Chair. She confers regularly with the Dean of Allied Health regarding the A.D.N. Program. Criterion 1.7: With faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates for equity within the unit among other units of the governing organization. Authority: The job description of the Dean of Allied Health states, the Instructional Deans are the principal academic and budgetary officers for their respective divisions within Victoria College. Instructional deans are empowered with the authority necessary to provide positive leadership regarding academic personnel, curricular, and budgetary decisions that further the academic, programmatic, and scholarly mission of the institution in its service to the community. Such leadership includes the processes of academic personnel policy, participation in budgetary allocations, determination of academic standards and benchmarks, and the acquisition, retention or release of academic programs. Because the day-to-day operation of the A.D.N. Program is the responsibility of the Chair, she collaborates with the Dean of Allied Health to formulate and implement annual budget 32

recommendations and seeks faculty input regarding relevant budgetary matters. She also assists in procuring external funds for special projects. Faculty Input: Recent surveys of the faculty indicate that 72% perceive adequate input into the budget. While this number could be higher, much of the budget adjustment has been dependent on decreasing funding from the State and the need to secure special funding to increase admissions to meet community needs. The Dean is a member of the college Finance Committee and has equal input into the decisions made for the institution. Equity: The A.D.N. Program is adequately funded for essential pieces of equipment and/or personnel upon request. While cuts have been necessary, this program has had no cuts higher than those made in other programs. In fact, the A.D.N. Program has the highest budget of the programs at Victoria College because of the enrollment and need for laboratory and technical supplies (Appendix 2). Criterion 1.8: Policies of the nursing education unit are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; differences are justified by the goals and outcomes of the nursing education unit. The A.D.N. faculty is a part of the faculty of Victoria College. Therefore, all College policies governing faculty appointment, academic rank, grievances, promotion, salaries, benefits, tenure, rights and responsibilities, termination, and workload apply to the A.D.N. faculty (see VC Employee Handbook in document room). Areas in which the A.D.N. faculty may differ from other Victoria College faculty are salaries and workload calculation. Salary and Benefits. Victoria College desires, at all times, to recruit and retain a quality faculty in all instructional areas which meets all the requirements of the Commission on Colleges of the Southern Association of Colleges and School, and such specialized accrediting 33

bodies as may be appropriate. The College also desires to provide compensation that is fair and equitable to all faculty, that provides incentives for professional development and superior performance, and that reflects current market conditions under which the college operates. In May 2003, the Board of Trustees of Victoria College adopted a policy to facilitate filling faculty positions. These positions often remained vacant for extended periods of time because of lack of qualified applicants or rejected employment offers. The policy is referred to as Market Scarcity, which is defined by the following indicators: 1. If a 30-day recruitment effort in state or national media fails to generate six qualified applicants; 2. If a 30-day target market recruitment effort (membership lists of professional organizations, university level postgraduate programs, or similar target groups) fails to generate six qualified applicants; 3. If the applicant pool is adequate, but our employment offers are turned down because of strong local or statewide competition (hospitals that pay $75,000 for nursing supervisor positions, immigration assistance, or sign-on incentives); 4. If there are scarce labor pools (respiratory care instructors, cutting edge technical fields, night class instructors), or if the pools generally lack persons with the credentials needed by VC (welding instructors, advanced life saving/first aid instructors, and instructors with credentials in two or more teaching fields); 5. If a program s continued approval/accreditation by state or national agencies would be affected by lack of full-time personnel or excessive student/faculty ratios. While the policy applies to any discipline, the A.D.N. faculty has qualified for the stipend since the implementation of the policy. This has allowed the program to maintain or increase admissions while following mandated faculty-student ratios in the clinical settings. Workload. The teaching load for the College is discussed in 5.7.1 of the Employee Handbook. It states that: 1. The standard fall and spring teaching assignment is fifteen instructional units for faculty teaching lecture, lab, and lecture/lab classes. Each instructional unit is the equivalent of one student contact hour per week in a 16-week semester. 2. The standard teaching assignment for faculty members whose load includes clinical courses will have the instructional units determined by the Division Dean and Vice President of Instruction. In determining instructional units, consideration will be given to the student/faculty ratio and requisite hours in the clinical environment. 34

Currently nursing faculty members have an average classroom teaching load of 1.7 hours per week. Clinical teaching loads average 12 hours per week. In addition, faculty members spend time tutoring students. Each faculty member is also responsible for academic advising to a cohort of students. The time frame for tutoring and advising varies on the student needs and topics, but is rarely less than an hour a week. Faculty members spend an average of 2 to 3 hours per week making clinical assignments. These hours fall within the overall College policy for full-time faculty teaching. According to the workload policy, program chairs are given a one course load reduction in teaching responsibility each long semester to allow for their coordinating responsibilities. Victoria College administration recognizes that the size of the A.D.N. program coupled with the many regulatory agencies which oversee its function makes the task of managing the coordinating functions a larger responsibility. Hence, the A.D.N. Program Chair has only part time teaching responsibilities. Criterion 1.9: Records reflect that program complaints and grievances receive due process and include evidence of resolution. Faculty and staff grievances are handled according to the Grievance Policy, located at in the Employee Handbook on pages 123 to 124. The overriding principle for this procedure is that complaints be resolved at the lowest possible administrative level. All Student issues follow the policy published in the Victoria College Student Handbook (2011-2012) on pages 22-35. A copy of the Handbook can be found at http://www.victoriacollege.edu/images/files/pubs/2010-11_handbook_pages_inhouse.pdf. Records for employee/staff issues are kept either in the Dean s office or in individual files in Human Resources. Records for student issues are kept in the student files in the program office. 35

Criterion 1.10: Distance education, as defined by the nursing education unit, is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit. Victoria College uses the definition of the Commission on Colleges, Southern Association of Colleges and Schools, for distance education. Distance education is a formal educational process in which the majority of the instruction occurs when the student and the instructor are not in the same place. Instruction may be synchronous or asynchronous. Distance education may employ correspondence study, or audio, video, or computer technologies. The A.D.N. program offers an online component in three courses to facilitate completion of the theory work by students who are part of the transition program from LVN to RN. This asynchronous option was developed in response to LVNs in Victoria and surrounding communities who wished to continue to work while progressing with their education. The first theory course is a transition course, which is taught only to the transition student cohort. It contains information which the faculty has determined fills gaps in the preparation as an LVN and the point at the end of the first year of the A.D.N. program. While the delivery method for the remaining theory content is different for the online and in-class students, the content is the same. Lectures for Level 3 and 4 are recorded and uploaded through the electric capture software, Panopto. The recorded lecture is then available for all students enrolled in the course, regardless of delivery option. Using this technique meets the College mission to provide educational opportunities and services for our students and to provide career and technical courses and programs designed to satisfy local and regional employer demands and meet individuals' workforce training needs. 36

II. FACULTY AND STAFF Standard 2: Qualified faculty and staff provide leadership and support necessary to attain the goals and outcomes of the nursing education unit. Criterion 2.1: Full time faculty are credentialed with a minimum of a master s degree with a major in nursing and maintain expertise in their areas of responsibility. Criterion 2.2: Faculty (full- and part-time) credentials meet governing organization and state requirements. All A.D.N. faculty members are licensed as registered nurses in the State of Texas, where the clinical agencies utilized by the program are located. Registered nurse licensure renewal in Texas is biennial. Each faculty member s license is verified on employment and at each subsequent renewal date by the A.D.N. Chair as required by the Texas Board of Nursing (BON). Current expiration dates are on file in the program office (Appendix 3). All full-time faculty have a Master s in Nursing degree from an accredited program. Four of the adjunct clinical faculty have a master s in nursing. Two have a bachelor s in nursing and are currently pursuing a master s in nursing. Both have completed over 18 hours toward the graduate degree and are filling faculty positions under the waiver specified in Texas BON Rule 215.7.d. Two adjunct faculty are employed as teaching assistants, and each has a bachelor s in nursing from an accredited program. One is pursuing a Master s in Nursing. These two work with an MSN prepared faculty member to oversee students in the clinical area. All full-time faculty meet the academic qualifications of the position description established by the College, as well as the Texas BON academic requirements of a master s in nursing (Texas BON, Rule 215.7.c). Faculty represent a variety of experiential backgrounds including basic and advanced medical, surgical, pediatrics, obstetrics, and mental health (see Appendix 3). The Texas BON 37

requires a minimum of twenty contact hours of continuing education within the two years immediately preceding renewal of RN licensure (Texas BON rule 216.3.a,b.) The College provides seminars to enhance the teaching and learning experiences for students. Recently, faculty attended a seminar presented by Dr. Mark Taylor on the pedagogy for Generation X Students. In Fall 2011, VC faculty members facilitated a seminar which helped faculty identify teaching strategies to overcome common obstacles encountered in the classroom. There is limited time and funding for faculty to attend individual workshops and seminars, but every faculty member consistently meets or exceeds the continuing education requirement for license renewal. Content of recently included seminars by individual faculty members is shown in the following table. Table 3 Faculty Member Stacy Barth Heather Carey Faith Darilek JoAnn Ferguson Darla Guajardo Faculty Continuing Education Professional Development Activities Labor and Birthing Optimizing Outcomes Advance Fetal Monitoring Med-Surg Marathon Med-Surg Certification Lecture A Framework for understanding Poverty Overcoming Presented to Goliad Jackson County Medical Alliance Completed MSN recently Overcoming Obstacles in classroom Civility Mentoring training Preventing Employee Discrimination Electronic MAR training Burnout: Impact on Nursing Acute coronary Syndrome Publications: Davis s NCLEX-PN Review,3Ed., co- Author NCSBN NCLEX Examination, approved applicant for item-development panel Science of Infection Control The Power of Words Steps to Positive Criticism Osteoporosis The Brittle Bone disease Completed MSN recently NLNAC Self Study Forum Spring 2012 Special Topics in Geriatrics: Health Care Reform Health Care: Realistic Expectations and Future Implications 38

Faculty Member Alison Hewig Janet Ley Debbie Pena Professional Development Activities A Framework for understanding Poverty Overcoming Obstacles in the Classroom Classroom Response Experiences Nutrition and Physical Activity Cancer Survivorship: How it Impacts Your Patients and Nursing Practice Stroke Management Update Pediatric shock Ovarian Cancer: What the Nurse Needs to Know Every Nurse s Guide to Breast Cancer AYA Cancer Population Needs Brain Injury: Stroke, Alzheimer s, & Head Trauma Teaching Today s Learners Preventing Central Line Infections Post Resuscitation Therapeutic Hypothermia Understanding and Engaging Under-/resourced College Students Civility Workshop TNA Leadership Conference Part I & II: Deans, Directors, and Coordinators Orientation One Patient, One (Insulin) Pen Overcoming Obstacles in the Classroom Asthma: Diagnosis and Management Attention Deficit Hyperactivity Disorder Prostate Cancer, Implementing the DECs in Nursing Programs Effective Interviewing Cervical Cancer: What the Nurse needs to Know, Nursewise: Nutrition and Physical Activity NLNAC Self Study Forum Spring 2012 ATI Test Item writer ATI Content Mastery Series writer on dosage calculation Completed MSN recently A Framework for Understanding Poverty Overcoming Obstacles in the Classroom Civility Workshop Nurse Educator Conference MD Anderson Cancer Center Nursing Education Outreach State of the Profession New Texas Regulations, Legislation, and Policies Teaching Today s Learners Civility Workshop TNA leadership Conference Classroom Response Experience Civility Workshop 39

Faculty Member Konnie Prince Jo Anne Settles Michelle Ulbrich Nadine Van Beveren Professional Development Activities Overcoming Obstacles in the Classroom A Framework for Understanding Poverty When Nurses Crash & Burn: Advancing Patient Safety Power of Words: Steps Positive Criticism Acute Coronary Syndrome Headache: Migraine, Migraine Variants and TML Disorder Basic Psychopharmacology Teaching Today s Learners Civility Workshop Fostering Creativity and Learning in Today s Teaching Environment NLN Preparation Course for Certification as a Nurse Educator Maximize your Nurse Educator Performance Update Your Knowledge- New Texas Regulations, Legislation, & Policies Civility Workshop Teaching Today s Learners Diabetes, Obesity, and Heart Disease Numerous presentations to civic, professional, high school, and church programs on status of polio Keynote address at Oklahoma City Rotary on polio status Polio address to Rotarian Million Dollar Dinner in Dallas Discussion Leader on Adult Learning for Training the Trainers Seminar Assessment and Management of Pain in the End of Life HIV/AIDS: Epidemic Update Asthma: diagnosis and Management Preventing employment Discrimination Teaching Today s Learners FERPA training Civility Workshop NLNAC Self Study Forum March 2011 Yorktown High School Career Day Advanced Fetal Monitoring Labor and Birth Optimizing Outcomes Cervical Cancer: What the Nurse Needs to Know Pregnancy and Preterm Labor Drugs The Late Preterm Infant Neonatal Transition Understanding and Engaging Under-Resourced College Students 40

Faculty Member Patricia Zatopek Professional Development Activities Classroom Response Experience Overcoming Obstacles in the Classroom Update on Fluid and Electrolytes Civility Workshop Preventing Employment Discrimination Tackling Two Major Problems in Chronic Kidney Disease: cardiovascular Disease & Diabetes NLNAC Self-Study Forum March 2011 Nurse Educator Conference Critical Thinking: Staffing in the 21st Century Prof Nursing Practice: Nurse Practice Acts, Professional Standards, & Code of Ethics Restraints: The Last Resort Chronic Obstructive Pulmonary Disease The Health of Minority Women HIV Infection and AIDS: An Overview Understanding Heart Failure Classroom Response Experience Overcoming Obstacles in the Classroom A Framework for Understanding Poverty Civility Workshop Criterion 2.3: Credentials of practice laboratory personnel are commensurate with their level of responsibilities. The learning laboratory has two full-time personnel who assist faculty with students. The person whose primary responsibility is to set up manikins and assure that the lab has adequate supplies for student practice is an LVN with a current Texas license. She has taught in the nursing assistant program and her nursing knowledge, along with her assistance to the LVN program in laboratory experience, allows for her to anticipate needs which the students may have and keep ample supplies on hand to facilitate their learning. The other person is responsible for creating and assisting with simulation experiences. She also assists faculty with remediation for students who need additional help with skills. She holds a current Texas license as an RN and will complete her master of science in nursing degree in December 2012. 41

Criterion 2.4: The number and utilization of faculty (full- and part-time) ensure that program outcomes are achieved. The Texas BON mandates that there be no more than 10 students in a clinical group for an individual faculty member. This rule also states that the number of students may increase to 15 if the faculty member is supported by a teaching assistant. The A.D.N. program complies with these student-faculty ratios. Most of the full-time faculty are responsible for only one clinical group and also have teaching responsibilities in theory. Some faculty members achieve full-time status by being responsible for two clinical groups during separate clinical times. Each of these groups does not exceed the student-faculty ratio set forth by the BON. The A.D.N. program also uses teaching assistants in clinical settings. The faculty stipulated that the minimum educational level for a teaching assistant be a BSN as well as expertise in the areas they will be overseeing in clinical. When teaching assistants are used, the size of the clinical group falls between 11 and 15. The full-time faculty oversees the experience for all of the students and the teaching assistant helps to monitor student performance and to facilitate learning in the clinical environment. Part-time faculty who meet the BON requirements for faculty members are responsible for a clinical group. Some of these individuals have participated in a research protocol that was designed to facilitate their transition to a faculty role. The goal of the Certified Clinical Instructor (CCI) Project was to increase the number of qualified clinical faculty by demonstrating that BSN prepared nurses with a minimum of three years clinical experience can, with two post-graduate nursing education courses, become qualified to teach Associate Degree Nursing (A.D.N.) students in the clinical setting. Since completing this protocol, three of the CCIs have since completed the master s in nursing. Two are now full-time faculty members. One is still working toward completing the master s degree, but is teaching as part-time clinical faculty under 42

waivers. All of these individuals are familiar with the VC A.D.N. curriculum as a result of their participation in the research project and, therefore, have a good understanding of clinical expectations for the students. No preceptors are used in the clinical experiences. The utilization of faculty in the clinical setting promotes student success and achievement of program objectives by assuring that, daily, each student has ready access to a faculty member who understands the clinical expectations and is familiar with care for the patients encountered in the agency. The number and utilization of full-time and part-time faculty is sufficient to meet the needs of the A.D.N. program at this time. Criterion 2.5: Faculty (full- and part-time) performance reflects scholarship and evidence-based teaching and clinical practices. Scholarship is defined by Webster as the systematized knowledge of a learned man. Ernest Boyer (1990) divided scholarship into four functions for faculty. 1.) The scholarship of discovery which includes original research and the discovery of new knowledge. Evidenced based practice builds on the knowledge thus generated. 2.) The scholarship of integration involves such efforts as interdisciplinary activities, reading in other fields, mentoring new faculty, etc. It requires communication and combined expertise to lead to a more comprehensive understanding of an issue. 3.) The scholarship of application includes professional practice, consultation and service. It blends theory and practice. 4.) The scholarship of teaching is the heart of the faculty role as they communicate their knowledge to their students. It involves the teaching role, curriculum development and program evaluation. 43

The A.D.N. faculty demonstrates scholarship in a number of ways. First, the State of Texas requires that to maintain licensure, each registered nurse must acquire at least 20 contact hours of continuing education offerings in the two year period that precedes license renewal or achieve, maintain, or renew certification in the nurse s area of practice. (Tx. Ad. Code 216). Every faculty member meets this requirement and incorporates the newly acquired knowledge into their teaching. Please see Table 3 for specifics related to each faculty member. Second, faculty display the scholarship of integrations by writing scenarios based on clinical practice for use in the simulation laboratory. These scenarios incorporate basic skills, critical thinking, and incorporation of evidence based techniques so that students can practice in a realistic environment while eliminating risk to actual patients during the formative learning process. They also work with other Allied Health disciplines as guest lecturers to promote interdisciplinary collaboration. Course coordinators are assigned as faculty mentors to new and less experienced faculty, but all experienced faculty see the role of mentor as a part of their responsibilities. Third, faculty demonstrates the scholarship of application by editing books, consulting with area agencies, and maintaining certification in practice. Faculty vitae are available for review by on site surveyors. Fourth, faculty also engages in scholarly activities through volunteer hours in a variety of community service roles. Five of the faculty serve as preceptors to students obtaining advanced nursing degrees. One faculty member is very active in the local Rotary Chapter and has traveled across the United States speaking about Rotary s commitment to eradicate polio. She even traveled to India to help administer the polio vaccination. Another member is very active in the local Texas Nurses Association chapter and chairs the golf tournament as a fund raising event that provides funding for scholarships to local nursing students. Numerous faculty participate in a local project that provides free immunizations to school aged children each 44

August called Shots Across Texas. Another faculty member is an active leader in the local 4H club. Finally, each faculty member is actively involved in the teaching process by having classroom or clinical teaching responsibilities. All full-time faculty, by their participation on program committees, are part of curricular decisions which arise as a part of the evaluation process or changes in practice. Criterion 2.6: The number, utilization, and credentials of non-nurse faculty and staff are sufficient to achieve the program goals and outcomes. The A.D.N. Nursing program has no non-nursing faculty. The program requirements include general education courses, however, which are designed to assist the student to acquire the knowledge and skills necessary to complement and support the required nursing curriculum. These courses are taught by VC faculty, each of whom meets or exceeds the minimum criteria established by the Southern Association of Colleges and Schools and is subject to requirements of all VC faculty. There is a budgeted full-time secretary for the Dean of Allied Health/Director of the A.D.N. Program. There is another full-time secretary, who assists the Program Chair with clerical work and student/applicant issues and is available to assist faculty with clerical needs. A part-time student worker assists with filing, copying and other clerical tasks which do not involve sensitive matters. Faculty report on a regular basis that this assistance is not adequate to meet their needs but recognize that it is limited because of budgetary constraints on the college. 45

Criterion 2.7: Faculty (full- and part-time) are oriented and mentored in their areas of responsibilities. The orientation process for full-time and part-time faculty evolves over the first semester and is continued as necessary to meet individual needs. Initially, each new faculty member meets with personnel in Human Resources to orient to the college in general. The next meeting is with the A.D.N. Chair, who reviews the VC Employee, A.D.N. Faculty, and Nursing Programs Student Handbook with them. During that meeting they receive copies of the VC Employee handbook as well as copies of all forms used by their assigned level and those used by all levels. The Chair discusses how each form is used during this meeting. They also receive copies of articles useful to evaluate students clinically. They are advised of level meetings (and all other meetings) and their attendance requirements and are assigned a mentor. Generally, the Course Coordinator is the assigned mentor. The A.D.N. Chair meets with them informally on a monthly basis the first six months to address any concerns. Adjunct Faculty meet with Human Resources and with the Chair, where they review the Adjunct Faculty Handbooks and receive the clinical evaluation articles. They are then sent to their mentor, the Course Coordinator, who reviews their responsibilities for the level. All adjunct faculty are contacted during the semester by the Course Coordinator to be sure that they are cognizant of any changes made as a result of faculty decisions. Criterion 2.8: Systematic assessment of faculty (full- and part-time) performance demonstrates competencies that are consistent with program goals and outcomes. Student Evaluations of Instruction are conducted in every section of every class every semester as required by Texas Education Code; Subchapter Z, chapter 51, 51.974. Students complete the IDEA evaluation form, which is scored externally. That data is sent to the Vice President of Instruction, who shares it with the faculty member and Division Dean. In addition, 46

A.D.N. students complete a course and clinical evaluation (Appendix 4) each semester which provides data for the evaluation process of both the instructors and the program. The VC policy states that tenured faculty will be evaluated every two years by the Division Dean. This evaluation process includes a classroom and/or clinical observation. In any given year one-half of the tenured faculty due for evaluation in a division will be evaluated in the fall semester and one-half of the tenured faculty due for evaluation will be evaluated in the spring semester unless the number of tenure-track faculty exceeds the number of tenured faculty in the division. In that instance, the Division Dean and Vice President of Instruction will develop an evaluation schedule that balances the total number of evaluations between the fall and spring semesters. Non-tenured and tenure-track faculty are evaluated each semester on a schedule which corresponds with the tenure track criteria. In addition to the evaluations each semester, non-tenured and tenure-track faculty are observed in the classroom or clinical at least yearly. A tenure-track faculty s performance is reviewed annually by the committee formed to oversee the tenure process. The committee, which includes the Division Dean, Program Chair, and a tenured faculty member from the discipline, meets at least annually to review the evaluation data and to make a recommendation for continued employment, including strengths and areas for improvement. The Tenure committee then conducts evaluation conferences in the spring semester with the tenure-track faculty member. Part-time and adjunct faculty are evaluated by students each semester that they teach. The results from these evaluations are sent to the faculty members and reviewed by the Dean, who then reviews any concerns with the appropriate course coordinator. If major concerns arise, the faculty member meets with the Dean to review the data and, if continued employment is anticipated, to develop a plan for improvement in the deficient areas. 47

Criterion 2.9: Non-nurse faculty and staff performance is regularly reviewed in accordance with the policies of the governing organization. The A.D.N. program has no non-nurse faculty. Staff performance is reviewed annually in accordance with the college policy. The faculty has informal input into secretarial performance as a part of the systematic plan of evaluation. The evaluation, which is done each spring semester, includes the staff member s self assessment, the supervisor s assessment and a discussion of the two. Criterion 2.10: Faculty (full- and part-time) engage in ongoing development and receive support in distance education modalities including instructional methods and evaluation. Online courses are limited to those offered to the LVN students who are transitioning to become registered nurses. A limited number of faculty are involved with delivery of these courses. New faculty who teach the online components are mentored by the faculty who have taught them in previous semesters. The courses are reviewed prior to each semester they are taught for consistency with the curriculum and objectives for that level, accuracy of textbook references, and relevancy of test questions. Assistance is available to both faculty and students through the Distance Education office and IT. The syllabi of the online courses are exactly the same as those for the in-class counterparts, and students are provided with learning packets for the course regardless of the method of content delivery. Classroom delivery is recorded as it occurs (currently using Panopto), and the information is uploaded to Blackboard for use by both the online and the inclass cohorts. Both cohorts use Blackboard to access grades, messages which may apply to all students, and email with individual students. Faculty development and support in distance education is available. Initially, an instructor is trained in the use of Blackboard and of the online capture software and how to 48

upload it to Blackboard. The Distance Education office is available for additional individual assistance to any faculty who requests it. Previously, scheduled classes were offered, but faculty frequently could not attend because of other obligations. Hence, the decision was made to respond to individual requests rather than to try to anticipate what information faculty might need. The IT department is available if assistance is needed during class, or if students need assistance accessing information from their home computers. The Distance Education office asks students to evaluate their experience at the end of each online course. This evaluation is done electronically and the response rate is extremely low so that the data is often not adequate to support decisions. The A.D.N. program has elected to have online students evaluate their course using the hard-copy evaluation instrument, which is given to the students at the end of the semester when all students are on campus for another activity. Because almost every student completes this form, the information is more valid for assisting faculty to make decisions about the methods of content delivery. III: STUDENTS Standard 3: Student policies, development, and services support the goals and outcomes of the nursing education unit. Criterion 3.1: The student policies of the nursing education unit are congruent with those of the governing organization, publicly accessible, non-discriminatory, and consistently applied; differences are justified by the goals and outcomes of the nursing education unit. Student policies of the Associate Degree Nursing (A.D.N.) Program are congruent with those of The Victoria College except as justified by specific functions and needs of the Program. These differences and the rationale for differences are discussed in the following paragraphs. All Program policies can be found in the A.D.N. Faculty Handbook and Nursing Programs 49

Student Handbook, which can be accessed from the A.D.N. Program web page. Student and staff policies of the College can be found in VC Catalog, VC Employee Handbook and VC Student Handbook. Table 4 helps locate specific policies. Table 4 Location of Policies for Students (2011-2012) Victoria College Associate Degree Nursing Program Policy Catalog Student Handbook Student Handbook Nondiscrimination p. 2 of 2011-2012 pp. 39-40 p. 8 addendum Selection and pp. 14-18 Admission (see addendum p. 34 for revision) pp.121-122 Academic pp. 31-32 pp. 20-22 Progression Student Evaluation and pp. 21-22 pp.31, 33 Grading Attendance Withdrawal and Dismissal pp. 47-48 of addendum p.5 pp. 31-35 of addendum p.5 pp. 6-7 of addendum p. 9 p. 39 p. 27 pp. 41-42 Graduation Requirements pp.37-41 p. 27 Grievance, Complaints and pp. 14, 25, Appeal 28, 32-33 p. 44 Procedures Financial Aid pp. 64-82 pp. 11-13 Transfer of Credit pp. 14-15 pp. 42-43 Health Requirements Validation of Prior Learning and Articulation pp. 24-27 p. 119 p. 9 pp. 35, 36 p. 50 p. 7 of addendum pp. 27-28 pp. 47-53 Recruitment Brochures 50

The Nursing Programs Student Handbook, which contains all policies relevant to A.D.N. students, is presented to each student at the beginning of each semester. It is also available on-line. Students sign an acknowledgement form stating they will abide by all policies of Victoria College, the Victoria College Association Degree Nursing Program, and the additional policies found in the specific syllabus (Appendix 5). Student polices are reviewed and revised as deemed necessary by the A.D.N. Faculty. Revisions in student policies are communicated to students by announcements in the classroom and/or clinical areas, posting on level bulletin boards, online announcements, scheduled student association meetings, review at the orientation session and inclusion in the Nursing Programs Student Handbook. The Nursing Programs Student Handbook is reviewed and revised annually and approved by the Victoria College Board of Trustees. A copy of the Handbook is provided to incoming students each semester and is available on-line. Selection and Admission: As Victoria College is an open enrollment institution, there are no selection criteria for college admission. Because it is the desire of the Associate Degree Nursing Faculty to assist students to achieve academic and personal success in the nursing program, the A.D.N. faculty has established prerequisite courses and requirements to assure that students have completed course work containing foundation knowledge essential in the development of nursing knowledge and skills. The A.D.N. Program is limited in the number of students it can admit because of clinical placement availabilities and BON mandated student: faculty ratios. Therefore, the Program has established minimum admission requirements and procedures for selection of qualified applicants who evidence potential to complete the program. Minimum requirements for admission to the Associate of Applied Science in Nursing program are: 1. The student must meet the admission requirements of Victoria College as stated in the current college catalog. 51

2. Completed student A.D.N. program application dated within the last current year. 3. ACT composite score of 18 or SAT I total score of 910. Students who have earned at least 12 hours credit on the Program of Study with a GPA of at least 2.25 may have either an ACT of 16 or SAT I of 840. (ACT scores before October 1989 and SAT scores before April 1995 will be considered on an individual basis.) 4. TSI (Texas Success Initiative) satisfied. 5. Overall GPA of 2.0 or above on all college hours attempted and GPA of 2.15 on the A.D.N. Program of Study. 6. Official College transcripts on file in Admission and Records Office. 7. A grade of C or better by June 1 st for fall applicants or by September 1 st for spring applicants in each of the following courses: HITT 1211(POFI 1204), BIOL 2401, PSYC 2301, and CHEM 1406. 8. It is the responsibility of the applicant to furnish all necessary documentation (as stated above) to the A.D.N. office by June 1 st for fall admission and by September 1 st for spring admission. Late applicants are considered if spaces are still available. 9. Science courses taken more than five years ago will be evaluated on an individual basis and may have to be repeated. 10. A clear Texas Board of Nursing Criminal Background Check (CBC) must be on file in the A.D.N. office by June 1 for Fall applicants or September 1 for Spring applicants. The procedure to complete this requirement will be mailed to prospective students once their A.D.N. application has been received. 11. A completed VC Record of Immunization form. All immunizations, including the Hepatitis B series, must be completed by application deadline. 12. A.D.N. Program Counseling interview required no more than one year prior to program admission. 52

13. Prior to enrollment qualified applicants who have been accepted into the A.D.N. Program must submit a current CPR Health Care Provider card, a completed physical examination form. Additional admission criteria for Transition Program students include: 14. Graduation from an accredited LVN program. 15. Current LVN licensure. Before enrolling in RNSG 1327 and RNSG 1261, applicants will have to show proof of licensure. 16. At least one (1) year work experience providing direct patient care. Students who have completed the A.D.N. Student Application and furnished necessary documentation have a file in the A.D.N. office. All files are reviewed after the deadline dates and an A.D.N. Applicant Data Form is completed (Appendix 6). Qualified applicants are ranked according to an objective points system based on the number of hours completed on the program of study and the grade point average achieved on those courses. Students who have successfully completed the science courses at Victoria College receive an additional 0.1 point for each completed course (maximum of 0.4 points). Applicants who do not meet the admission requirements by the stated deadline are considered only after all qualified applicants have been admitted. Separate applicant pools are maintained for Generic and Transition students. If there are more qualified applicants than slots available, preference is given to those who have successfully completed at least one course at Victoria College. Those VC attendees with the highest number of points are offered admission. If more slots are available, then those who have not attended Victoria College are offered a slot based on their points. Those applicants who are not admitted are ranked by their scores as alternates. Qualified applicants are notified in writing if they were accepted into the program or put in the alternate pool (Appendix 7). Applicants who are admitted must return a form within a specified period of time indicating their intention to enroll in the program or not. As slots become available from 53

applicants who are not going to enroll, alternates are admitted to the program. If there are not enough qualified applicants to fill all the slots available, applicants can continue to meet admission requirements and qualify for acceptance until all slots are filled. The Selection and Retention Committee members participate in this process and assist the Director in resolving any discrepancies. Academic Progression: Academic progression of A.D.N. differs from other Victoria College students because of the co-requisite clinical and theory classes and because the nature of the profession of nursing demands consistently safe, accurate performance and use of information. Hence, the minimum achievement in a course for progression is a C rather than a D (as in other academic courses). Progression Requirements include: 1. Students must attain at least a grade of C or satisfactory in each nursing course in each level/semester to continue in the Nursing Program. Students must attain a C in each nursing theory course in the level/semester in order to progress to the next level/semester. Students who attain less than a C in a theory course cannot progress. They must repeat both the theory and the clinical course even if the clinical course grade was initially an S. Students who receive a U in the clinical course cannot progress. They must repeat the clinical course and the core theory course(s). a. At least a minimum score of 70% of the total number of possible exam points must be attained on nursing theory exams in order to pass the course. b. A student must achieve a Satisfactory clinical evaluation in order to pass the clinical course. c. A student must meet the selected criteria for successful course completion as outlined in each course syllabus. d. Students must satisfactorily complete theory and clinical written work according to stated criteria in course syllabi. At the discretion of the instructor, students may 54

be asked to resubmit any work that is illegible or contains more than 5 spelling or grammar errors. e. Students must complete required standardized tests. 2. A student must have a C or better in all courses on the curriculum plan for that semester in order to progress to the next semester of the nursing program. 3. An overall grade point average of 2.0 on all courses ever taken is required for graduation. Exceptions to this criterion must be approved by the Dean of Allied Health and the Vice-President of Instructional Services. 4. Nursing courses (except RNSG 1327 and RNSG 1261, which cannot be repeated at all) may be repeated only once. If a student receives less than a C in a theory course, or a U in a clinical course, or withdraws from a course after the Official Reporting Date, the student may re-enroll in that course only ONCE more. Exceptions for unusual circumstances will be determined by the A.D.N. Selection and Retention Committee. Required co-requisite nursing courses that were successfully completed must be retaken with the nursing course/s that was/were not successfully completed. Exceptions to this will be determined by the Program Director. 5. A student may not repeat more than one entire nursing semester. Exceptions for unusual circumstances will be determined by the A.D.N. Selection and Retention Committee. To progress in the program the student is continually assessed and evaluated on drug calculation and medication administration skill proficiency. For drug calculation, the student must achieve 90% correct by the third drug calculation attempt to progress in the program. This is assessed by tests throughout all levels. The students have three opportunities to pass the medication administration skill proficiency. Remediation is required, provided, and documented before each repeat attempt. In the past, failure to pass the Medication Administration Competency (MAC) resulted in assigned remediation as well as increased scrutiny in the clinical 55

course for that semester. In Fall of 2011, the MAC sub committee was formed to better standardize this test across all levels. After much deliberation, research, and advisement, in the Spring of 2012, the MAC sub committee recommended to the Curriculum Committee that students be given a clinical failure after the third failed attempt. This change will be implemented in the Fall 2012. Student Evaluation/Grading: The grading scale for the A.D.N. Program is consistent with the College grading scale. Formative and summative evaluations are completed on individual students in each classroom and clinical course. In formative evaluation, formal and informal methods are used to periodically monitor student progress or identify difficulties in cognitive ability and critical thinking skills. Bloom s Taxonomy guides the faculty in designing appropriate evaluation methods. In theory courses varied avenues are used for grade attainment, such as tests, presentations, and special projects. Summative evaluations are accomplished through final written examination and mastery of final course objectives. Grading policies are documented in each course syllabus. Courses in Levels 1-4 use an on-line student records system from the Pirate Portal to disseminate test grades and final course grades to students. This facilitates rapid reporting of grades and allows the students 24-hours access to their grades. Mid-term and final grades are available through the Pirate Portal to each student, regardless of method of delivery, once grades are posted with the registrar. Each student also receives formative and summative evaluations in each clinical course. The student s clinical performance is evaluated as being satisfactory or unsatisfactory. An evaluation of unsatisfactory indicates that the student s performance did not meet the stated clinical objectives. The student must have a satisfactory clinical evaluation in order to pass the course. An unsatisfactory clinical evaluation will prevent progression in the program. Methods utilized to determine whether the student has satisfactorily met the clinical objectives are: direct observation of the student s behaviors in the clinical setting; student s verbalization of 56

appropriate information and clinical judgments during pre-conference, post-conference, or at any time during the clinical experience; and satisfactory completion of written assignments. Students are provided the clinical evaluation objectives/standards and process prior to clinical experiences. Students and faculty evaluate the students performance relative to the objectives/standards each week. Faculty provides students, on a weekly basis, verbal and written feedback regarding their performance (Appendix 8). Students have an opportunity to offer their perspective regarding faculty evaluation statements on the anecdotal record form. When students receive their client care assignment the day before clinical, pre-clinical preparation is expected to enable students to provide level-appropriate safe, effective nursing care. Sampling of knowledge and skills through focused questioning and observation and grading the client care plan and other written assignments are the processes used to determine if students can deliver safe effective care and meet clinical performance objectives. If a student demonstrates lack of level appropriate nursing knowledge and/or preparation for skills regarding the client assignment or previously taught content, a student is questioned and observed more frequently. If students do not show steady progress toward meeting the clinical objectives, they are counseled by faculty and a contract is formulated, which specifically addresses the deficiencies, learning activities related to correcting the deficiencies if indicated and a time frame for fulfilling the contract. Depending on the situation, another instructor who is knowledgeable of the clinical performance standards and evaluation process may evaluate the student s clinical performance. When students are in jeopardy of clinical failure or the instructor wishes to consult with other faculty in creating additional learning activities to assist a student who is having difficulty meeting the objectives, the student s clinical records may be reviewed by the Student Clinical Performance Review (CPR) Committee. Evaluation conferences are held between clinical instructors and students as needed and at the end of the semester. Faculty members are readily available to the students 57

throughout the semester should the student and/or instructor determine a need for a conference. Standardized testing is used in each level to assist students and faculty to identify areas needing reinforcement. Faculty members meet with students to review test results, identify weaknesses, and devise action plans. Contracts (see sample contract in document room) are established with students who score less than 50 on the Program Type Percentile Rank with specified required remediation by a due date. Failure to comply with the contract may result in failure to progress to the next level. To encourage Level IV students to perform to their best ability on the Comprehensive Exam to predict NCLEX-RN readiness, the faculty voted to count the exam as 10% of the final grade as well as initiate remediation at a score which correlates with a 90% or less success rate on the NCLEX-RN. Board pass rates improved after this intervention except for in 2008, when the new test plan was implemented and the content and testing style was not adequately reflected in the standardized test. After discussion with the testing agency, the content of the most recent test plan was received earlier and included as a student tutorial. The result was that the student pass rates did not dip substantially for this revision. Withdrawal/Dismissal: The A.D.N. program has a selective admission process. Also, spaces in the program are limited by faculty: student ratios and clinical facilities. Because of these limiting factors, the A.D.N. program follows the following procedures. When a student finds it necessary to drop a course or withdraw from school before the end of a semester, the student must notify the A.D.N. Program Chair or Course Coordinator and obtain a Course Withdrawal/Reduction form to take to the counseling office advising them the program is aware of the student s intent. Otherwise, the A.D.N. student follows the VC policy. A.D.N. students may be subject to immediate dismissal from the program for any of the following: 1. Making verbal (non-verbal) false statements. 58

Failing to accurately or intelligibly report and/or document a client s status including signs, symptoms, or responses and the nursing care delivered. Giving false testimony or other evidence at any official hearing of the College or giving false information (in this case regarding the care of a client) to any faculty or staff member acting in the performance of their duties. 2. Falsification of patient s records: Failing to make entries, destroying entries, and/or making false entries in records pertaining to care of clients. 3. Abandoning clients: Leaving a nursing assignment without notifying one s instructor or in the case of emergency another instructor or a member of the nursing staff on the assigned unit. Transfer of credit and validation of prior learning/articulation: Transfer of credit from another institution of higher education is allowed by the College, provided that the courses are equivalent. The integrated nature of the Victoria College A.D.N. curriculum makes review of prior course work essential to insure that the student has received all content in the courses not completed at Victoria College. Hence, the A.D.N. Program has an established transfer policy which provides for review of nursing courses completed at other nursing programs to determine placement in the VC curriculum. 1. Transfer students are considered on a space available basis after all previous Victoria College students seeking re-entry have been ranked. 2. Students who have successfully completed a nursing course at other accredited schools are evaluated on an individual basis by the director of the A.D.N. program to determine their entry level in the Victoria College A.D.N. program. 3. The transfer student must furnish a copy of each nursing course syllabus with course description to the A.D.N. Director so each course can be evaluated. 4. The transfer students must meet the same admission and progression criteria as the Victoria College students. 59

Health Requirements: The A.D.N. Program has additional requirements of students that are necessary to meet requirements of clinical facilities with which the Program has clinical contracts: 1. Nursing students are required to have a physical examination and chest x-ray or two step TB skin test prior to beginning to the program. 2. A subsequent yearly tuberculin test is required. 3. The student is immunized for Hepatitis B either through a three-injection hepatitis B vaccination or serological confirmation of immunity. 4. The student must have a tetanus-diphtheria toxoid within the last 10 years. 5. The student must have a measles/mumps/rubella vaccination or serological confirmation of immunity 6. A copy of the student s immunization record must be on file in the nursing department. 7. It is the student s responsibility to keep immunization up-to-date. If the student s skin test has previously been positive for tuberculosis, documentation of appropriate follow-up including counseling on INH or administration of INH must be provided to the College. This documentation will be placed in the student s program file at the College. Immunizations and TB skin testing must be current in order for a student to attend the clinical learning experiences. The student is responsible for submitting proof of immunizations and for keeping them current. Any PPD conversion of a 2 nd year student must be reported to the clinical agencies where the student had clinical experiences during the previous year. Attendance: The nature of the profession for which the A.D.N. students are being educated demands that the graduate be safe, ethical, and responsible. Because attendance in class and clinical is essential to gain the knowledge to be safe practitioners, to demonstrate responsibility, and to be evaluated in the nursing role, the A.D.N. program operates under a separate attendance policy from the one governing the general college. 60

The roll sign in sheet is kept at the front of the class and must be signed by students before class starts. It is not circulated. Students arriving after the start of class may sign the roll sheet at the first break. They indicate next to their signatures the time of arrival into the class. Students who arrive after class or clinical has started receive one hour of class absence. Students who miss more than 60 minutes of a class or clinical receive an absence for the actual time missed. Hours will be cumulative toward the total time absent. Excessive Absences: 1. Because of the complexity and volume of course content, the interactive nature of the health professions, and the personal responsibility that must be developed in today s health care workers, students whose absences in any selective admission health care course exceed the equivalent of two weeks of class meetings may be dismissed from the program. 2. If the student wants to appeal that dismissal before it is processed the student must: a. be passing the course to be eligible to appeal a program dismissal for excessive absences. b. notify the level coordinator of their wish to be re-instated; c. within 24 hours of the absence that exceeded the number allowed, submit a letter to the program faculty stating the circumstances of all the course absences, what will be done to remedy the problem, and an understanding that further absences will mean the student will be dropped; The level coordinator and appropriate faculty will meet on the day that the letter of appeal is received, make a decision about the appeal, and notify the student of the decision. 3. Students who have been absent for a serious illness or childbirth must have a written statement from their health care provider that they can return to class and/or clinical. Clinical Absences A student who will not be able to attend a clinical learning experience MUST contact the clinical instructor prior to (preferred) or during the time the experience is taking place. The first 61

failure to comply with this policy will result in a written counseling form. The second no call no show may result in dismissal from the program. Criterion 3.2: Student services are commensurate with the needs of students pursuing or completing the associate program, including those receiving instructions using alternative methods of delivery. Nursing students have access to all support services available to other Victoria College students. Information about these services is provided in the VC Catalog (2011-2012) on page 84-92. Each syllabus also contains a list of contact information and location for Admissions and Records, Advising and Counseling, Financial Aid, Assessment and Testing Services, K.E.Y. Center, Payments/Refunds, Student Employment, Dual Credit programs, and Student Activities (Appendix 9). While any student, regardless of method of instructional delivery, can access these services on the main campus, the Gonzales Center also offers on-site assistance with advising, counseling, financial aid, tutoring, admissions, testing, and payments. Students with the K.E.Y. Center may meet the tutoring requirements at the Gonzales Center and mandatory seminars are offered on-line so that attendance in a classroom is not required. Table 5 Student Services Staff Student Services Dr. Florinda Correa Vice President of Student Services B.S. M.S. Ed.D Advising & Counseling Testing Center Tutoring Center Criminal Justice Counseling & Guidance Educational Leadership: Community College and University Leadership Ann Brogger Director of Advising & Counseling A.A. B.A. M. Ed. General Studies Business Management Counseling Scott Bennett Academic Advisor B.S. Psychology Elizabeth Cubriel Title V Academic Advisor B.A. Political Science 62

Robert Cubriel Academic Advisor B.S. M.S. Lisa Elsik Academic Advisor B.A. M.S. Karen Friedel Disability Academic B.A. Advisor M. Ed. Staci Kelly Veterans Advisor B.A. M.P.A. Betty East Paul Janda Tutoring Services Coordinator Assistant Tutor Coordinator Admissions & Records Criminal Justice Criminal Justice Psychology Psychology Psychology Special Education Sociology Public Administration in progress College Reading and Learning Association (CRLA) Certification B.A. Teaching M.A. History M.P.A Public Administration Michelle Klimitchek Director of Admissions/Registrar B.A. M.A. Journalism/Speech Interdisciplinary Studies Financial Aid Kim Obsta Financial Aid Director B.S. Business Administration Wanda Taylor Assistant Financial Aid Director A.A. A.A.S. General Studies Business Management TRIO Student Support Services (KEY Center) Renee Deaver SSS Director A.A. B.A. M.Ed. Kaycee Newell SSS Academic Advisor B.F.A. M.F.A. M.S. Magali Silva SSS Counselor B.A. M.S. Pre-College Programs Melissa Robinson Pre-College Programs/Recruitment Director B.A. M.P.A. Matthew Cancio Pre-College Programs B.A. Specialist Ashley Hermes College Specialist B.S. M. Ed. Vicente Oritz Pre-College Advisor A.A. B.A. M.S. English English Curriculum & Instruction Drawing Drawing Academic Advising Sociology Rehabilitation Counseling Political Science Public Administration Psychology Agricultural Development with Education & Economics emphasis Curriculum & Instruction - in progress General Studies Social Science Counseling in progress 63

Cameron DeDear Pre-College Advisor B.A. History Jessica Olivarez Pre-College Advisor B.A. M.A. Psychology Administration Title V Kim Smith Title V Director B.B.A. M.Ed. Accounting Counseling The VC Bookstore personnel do not go to the Gonzales Center, but personnel from the Center work with students to order their books through the VC Bookstore site. The order is then either shipped to the Center or given to personnel from the Center who are on campus. Students can then pick up their books at the Gonzales Center. Students are asked to assess the adequacy of bookstore services every semester. While the alternate delivery students were not always separated as a cohort, the rating for this category is consistently over 3.5 (out of 5) for all students. Student comments do not reveal any particular problems with textbook acquisitions. Criterion 3.3: Student educational and financial records are in compliance with the policies of the governing organization and state and federal guidelines. College policies governing confidentiality and access to student records, which apply to all students, are located in the VC General Catalog (2011-2012) on pages 48 and 49 and in the VC Student Handbook (2011-2012) Student Rights and Responsibilities: Article II, Sections 2.22 through 2.29. (pp. 26, 27) Permanent education records of both credit and non-credit courses are maintained and secured by the Admissions and Records Office. Student records are released only for use by faculty and professional staff for authorized College-related purposes. The release of student records (transcripts) for off-campus use occurs only with the student s knowledge and consent, or where required by law. The Victoria College complies with the Family Education Rights and 64

Privacy Act of 1974 (FERPA) which was designed to protect the privacy of education records (see page 56 of VC General Catalog). Education records of students who are enrolled or are seeking enrollment in the A.D.N. Program are maintained and secured in file cabinets in a locked storage area. Access to these records is limited to faculty and staff. Criterion 3.4: Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained. Criterion 3.4.1: A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is available. Criterion 3.4.2: Students are informed of their ethical responsibilities regarding financial assistance. Victoria College complies with the Higher Education Reauthorization Act Title IV eligibility and certification requirements. These records are available through the Financial Aid office. The Victoria College 2 yr cohort default rate for 2009 is 14.5%. Students wishing to obtain a loan must process a written request through the Financial Aid office. First time borrowers are required to complete face to face entrance counseling sessions taught by financial aid counselors. Subsequent borrowers are allowed to complete on line entrance counseling through the Department of Education website, www.studentloans.gov. In this counseling, the students are educated about the types of loans, the interest rates, payment options, consequences of default. They are advised to look closely at their finances and calculate the effect of the loan to be sure that they both actually need the loan and will be able to repay it. The actual loan is processed through studentloans.gov, managed by the Department of Education. In addition, exit counseling is required when the student graduates, withdraws, or decreases course load to less than half-time. This exit counseling session addresses the ethical responsibilities of loan repayment. A financial aid hold is placed on the 65

student s account until confirmation of this exit counseling is received by the Financial Aid Department. Criterion 3.5: Integrity and consistency exist for all information intended to inform the public, including the program s accreditation status and NLNAC contact information. Criterion 3.6: Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner. The Nursing Programs Student Handbook, Victoria College Student Handbook, and the VC Catalog are all edited and published annually. Both the Catalog and the A.D.N. website publish the program s accreditation status with NLNAC contact information. Published information, both hard copy and web-base, about the program is reviewed annually in the Spring for consistency and accuracy. If changes are needed, they are made at the next editing, and the website is updated. If significant corrections or additions are necessary between publications, addendums are published and distributed. Students receive a copy of the Nursing Programs Student Handbook on admission to the program. Any changes made, whether mid-year or at the annual revision, are communicated to the students by distributing hard copies of the changed information and reviewing its content either in class or through an electronic message. When the changes are significant, the students may be asked to sign acknowledgment of having received and understood the changes. Criterion 3.7: Orientation to technology is provided and technological support is available to students, including those receiving instruction using alternative methods of delivery. During their first semester students are taught how to access their grades and other course information through the Victoria College homepage and how to access and use the study helps available through Assessment Technologies, Inc. (ATI). In addition, the students are oriented to the computer lab and the mannequins in the learning laboratory. 66

All new online students are required to take the orientation course for Blackboard, which is available online. This course is designed to familiarize students with the course tools and to help them to navigate through the course more efficiently. Technical support is available to Victoria College students who experience difficulties when trying to access online information for their courses. For technical support, they either email the Computer Help Desk at helpdesk@victoriacollege.edu or call (361) 582.2509. The Help Desk standards say that students will receive a response within 4 hours of their message. Help Desk hours are published on their webpage. Fall & Spring Semesters Monday - Thursday, 8 a.m. - 4:30 p.m. Friday, 8 a.m. - 4 p.m. Summer Semesters Monday - Thursday, 8 a.m. - 5 p.m. Closed on Fridays Fall & Spring On-Call Hours Friday - Sunday, 6 p.m. - 10 p.m. Summer Sessions On-Call Hours Friday - Sunday, 6 p.m. - 10 p.m. When students will be required to use agency computer systems, they are trained by the agency staff. Once they have completed the training, they are given access to the agency system for the time needed to complete the program. Criterion 3.8: Information related to technology requirements and policies specific to distance education is clear, accurate, consistent, and accessible. Victoria College uses Blackboard as its mechanism for providing online education and information to students in all classes. Information related to technology requirements and policies specific to distance education are available in each online syllabus as well as through the online syllabi, accessible through the Victoria College homepage. For prospective students, navigation to the online syllabi and specific information about online courses is not intuitive, however. Consultation with the counseling and advising department resulted in a suggestion 67

that this area have more description to facilitate navigation to the course syllabi so that prospective students can access them easily. Once students are enrolled at Victoria College, information about the technology requirements and other announcements pertinent to Blackboard are accessible to all students through My Classes in the Pirate Portal. Students who are registering for an online class for the first time are required to take an orientation class for Blackboard. Since this is a soft requirement, students can still be enrolled in an online class and not be familiar with the Blackboard software. Also, students who are in face-to-face classes have access to Blackboard shells which can be used to post reminders and are used to post grades. Students can learn to navigate Blackboard by taking the online Blackboard orientation, accessible through the My Courses tab of the Pirate Portal. For nursing students who have never taken an online course, this orientation first occurs in HPRS 2200. Currently, students who are enrolled in Levels 3 and 4 when there is an online component are given a brief refresher about accessing Blackboard, so that they can receive grades and announcements through the course shell. IV. CURRICULUM AND INSTRUCTION Standard 4. The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments. Criterion 4.1: The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning and program outcomes. The conceptual framework for the A.D.N. curriculum is based on an integration of Gordon s Functional Health Patterns, essential curriculum threads, thread sub-concepts, and faculty beliefs related to man, nursing, education, and the role of the A.D.N. nurse. It was 68

developed by faculty and is reviewed and revised in accordance with the Systematic Plan of Evaluation (SPE). The faculty has identified major curriculum threads with an emphasis on processes. These include: a) Bio-Psycho-Social-Spiritual Integrity, b) Caring, c) communication, d) Critical Thinking, e) Health Promotion and Health Maintenance, f) Nursing Process, g) Roles of the Nurse. In addition, curriculum thread sub-concepts have been identified by the faculty. These include: a) Cultural Diversity, b) Ethics, c) Growth and Development, d) Nursing Skills, e) Nutrition, f) Pharmacology and g) Safety. Definition for each curriculum thread was developed by the faculty is in the 2011-2012 Nursing Programs Student Handbook on pages 14-16. Faculty discussion in February 2011 indicated that the threads and philosophical concepts enumerated are still reflective of faculty philosophy and form the basis for the curriculum. The relationship between the philosophy, Gordon s Functional Health Patterns, and Curriculum threads are illustrated in the Conceptual Framework which is found the Nursing Programs Student Handbook on page 13. The relationship between one of these threads, Bio- Psycho-Social-Spiritual Integrity, and Gordon s Functional Health Patterns, is shown in Table 6. Table 6 CURRICULUM THREADS - Rev. 9/11 Bio-Psycho- Social Spiritual Integrity Level I Level II Level II Bridge Activity Exercise RNSG 1423 Unit IVA, Obj. 4 Unit IVB, Obj. 9 Unit IVC, Obj. 7 Unit IVD, Obj. 6, Unit IVE, Obj. 6,10, 14 RNSG 2504 Unit IVA, Obj. 6, 9 Unit IVB, Obj. 2, 6 RNSG 1327 Unit VII, Obj. 6, 9, 12, 15, 42 Level III RNSG 2514 Unit IVA, Obj, 2,8,14, 22 Unit IVB, Obj. 2,4,6 Unit IVC, Obj. 5 Unit IVD, Obj. 2 Level IV RNSG 2535 Unit IVA, Obj. 2,8 Unit IVB, Obj. 1,5,11 Unit IVC, Obj. 7 69

Bio-Psycho- Social Spiritual Integrity Cognitive Perceptual Coping Stress Tolerance Elimination Health Perception/ Health Management Nutrition Metabolic Role Relationship Level I Level II Level II Bridge RNSG1423 Unit VA, Obj. 5,6,12 Unit VC, Obj. 2,7 RNSG 1423 Unit XA, Obj. 17,20 Unit XB, Obj. 5,10 RNSG 1423 Unit IIIA, Obj. 10 Unit IIIB, Obj. 8,13,15 RNSG 1423 Unit IA, Obj. 1, 5 RNSG 1423 Unit II, Obj. 7, 10,11 RNSG 1423 Unit VIIIA, Obj. 2,4,7,9,10 RNSG 2504 Unit V-A, Obj. 11, 16,18 RNSG 2504 Unit IXA, Obj. 6 Unit IXB, Obj. 5 Unit IXC, Obj. 5,6 Unit IXD, Obj. 5 RNSG 2504 Unit IIIA, Obj. 3, 13, 17 Unit IIIB, Obj. 3, 13 RNSG 2504 Unit I, Obj.1, 11 RNSG 2504 Unit IIA, Obj, 4 Unit IIC, Obj. 11 Unit IIE, Obj. 5 Unit IIF, Obj. 2 RNSG 2504 Unit VIIA, Obj. 11 RNSG 1327 Unit VIII, Obj.2, 16, 23 RNSG 1327 Unit XIIA, Obj. 2, 3 Unit XIIB, Obj. 7 RNSG 1327 Unit VI, Obj. 5, 22, 24, 29, 30 RNSG 1327 Unit IV, Obj. 2, 3, 5, 6, 8 RNSG 1327 Unit V, Obj. 4, 14 RNSG 1327 Unit X-B, Obj. 2 Unit X-A, Obj. 7,8,9 Level III RNSG 2514 Unit VA, Obj. 2,5,8 Unit VB, Obj. 4,6,11, 14 Unit VC, Obj. 4,5,7, 10 Unit VD, Obj. 5 RNSG 2514 Unit XA, Obj. 6 Unit XB, Obj. 5,6,9 Unit XC, Obj. 3 RNSG 2514 Unit IIIA, Obj. 4,5,9 Unit IIIB, Obj. 4 RNSG 2514 Unit IA, Obj. 1,3 Unit IB, Obj. 6 RNSG 2514 Unit IIA, Obj. 1,2,12 Unit IIB, Obj. 2,10 Unit IIC, Obj. 4,5,6,7 Unit IID, Obj. 2,4 Unit IIE, Obj. 1,2 RNSG 2514 Unit VIII, Obj. 8,9,10 Level IV RNSG 2535 Unit VA, Obj. 2,7 Unit VB, Obj. 2,3,7 RNSG 2535 Unit XA, Obj, 4,6 Unit XB, Obj. 3,4,5, RNSG 2535 Unit IIIA, Obj. 4,6 RNSG 2535 Unit IA, Obj. 4,9 Unit IB, Obj. 1 RNSG 2535 Unit IIA, Obj. 6 Unit IIB, Obj. 2,4,8, 13,19 Unit IIC, Obj. 4,10 RNSG 2535 Unit XIA, Obj. 2,6 70

Bio-Psycho- Social Spiritual Integrity Self Perception Sexuality- Reproductive Pattern Sleep Rest Level I Level II Level II Bridge RNSG 1423 Unit VII Obj. 1 RNSG 1423 Unit IXA, Obj.11,13, 14,29,35,36 Unit IXC, Obj. 12,20 RNSG1423 Unit VI Obj. 5 RNSG 2504 Obj. 2,3,5 RNSG 2504 Unit VIIIA, Obj.10, 12, 37, 38, 39, 40, 41, 42, 43 RNSG 1327 Unit IX Obj. 5,6,7,8 RNSG 1327 Unit XIA, Obj. 4,7,49 Unit XIB, Obj. 58 Level III RNSG 2514 Unit VIIA, Obj. 1,2,4 Unit VIIB Obj. 3,6,10, 16 RNSG 2514 Unit IX, Obj. 1,4,13, 15,20,25,28 N/A N/A RNSG 2514 Unit VIIB, Obj. 3 Level IV RNSG 2535 Unit IXA, Obj. 11 Cardiac simulation N/A Value Belief RNSG 1423 Unit XIA, Obj. 4 Unit XIB, Obj. 2,4 RNSG 2504 Unit X, Obj. 1,2,5,6, 8 RNSG1327 Unit XIII RNSG 2514 Unit XI, Obj. 2, RNSG 2535 Unit XIA, Obj.4,6 The Victoria College A.D.N. Program is designed to prepare the graduate to function safely and effectively in the roles of provider of patient-centered care, member of the health care team, patient safety advocate, and member of the profession. These roles are based on the 2010 Differentiated Essential Competencies (DECs) of graduates of Texas nursing programs and are used as a framework for the curriculum objectives, which reflect the increase in complexity and difficulty of course content over the program of study (Appendix 10). The DECs were developed by the Advisory Committee on Education (ACE) for the Board of Nursing for the State of Texas. This process began in 2008 and the DECS would replace the previous Differentiated Entry Level Competencies (DELC) from 2002. ACE appointed a well represented DELC Work Group to complete this task. This work group utilized many resources to ensure that competencies were updated according to current literature, national standards, and current research. The work group used resources from the following groups: Institute of Medicine 71

(IOM), Agency for Healthcare Research and Quality (AHRQ), NLNAC, Quality and Safety Education for Nurses (QSEN), American Nurse Association, Keeping Practice Evidence-based National Guideline Clearinghouse, and The Joint Commission. They also incorporated new focus concepts to include safety, advocacy, patient centered care, evidence-based practice and informatics. Table 7 illustrates the relationship among the A.D.N. philosophy, program objectives, and outcome measures. Relationship Among A.D.N. Philosophy, Table 7 Program Objectives, and Program Outcomes Purpose/Philosophical Concepts Student Learning Objectives Program Outcomes Purpose To prepare graduates to successfully complete the NCLEX-RN and assume the responsibility of functioning as a member of the health care team. (Includes philosophical concepts of client, teaching-learning process, health, nursing, and nursing practice). Provider of Care 1. Use clinical reasoning and knowledge based on the program of study and evidence-based practice outcomes as a basis for decision making in nursing practice. 2. Determine the physical and mental health status, needs, and preferences of culturally, ethnically, and socially diverse patients and their families based upon interpretation of comprehensive health assessment findings compared with evidence-based health data derived from the program of study. 3. Analyze assessment data to identify problems and formulate goals/outcomes and develop plans of care in collaboration with patients, their families, and the interdisciplinary health care team. 4. Provide safe, compassionate, At least 85% of each A.D.N. Program graduating class will pass the licensing exam on the first attempt. 72

Purpose/Philosophical Concepts Student Learning Objectives comprehensive nursing care to patients and their families through a broad array of health care services. 5. Implement the plan of care for patients and their families within legal, ethical, and regulatory parameters and in consideration of disease prevention, wellness, and promotion of health lifestyles. 6. Provide for the care of multiple clients either through direct care or of healthy lifestyles. 6. Evaluate and report patient outcomes and responses to therapeutic interventions in comparison to benchmarks from evidence-based practice, and plan follow-up nursing care. 7. Develop, implement, and evaluate teaching plans for patients and their families to address health promotion, maintenance, and restoration. 8. Coordinate human, information, and material resources in providing care for patients and their families. Patient Safety Advocate 1. Demonstrate knowledge of the Texas Nursing Practice Act and the Texas Board of Nursing Rules that emphasize Program Outcomes At least 85% of licensed graduates will be employed as RN s within one year of graduation. At least 85% of those graduates responding to survey will agree (3 or greater on a scale of 1-5) that the A.D.N. program provided them with the knowledge and skills necessary to function as a beginning RN. 73

Purpose/Philosophical Concepts Purpose To prepare graduates to meet the nursing care needs of people of this community and surrounding communities. (Includes philosophical concepts of health, role of the nurse, community, nursing.) Student Learning Objectives safety, as well as all federal, state, and local government and accreditation organization safety requirements and standards. 2. Implement measures to promote quality and a safe environment for patients, self, and others. 3. Formulate goals and outcomes using evidence-based data to reduce patient risks. 4. Obtain instruction, supervision, or training as needed when implementing nursing procedures or practices. 5. Comply with mandatory reporting requirements of the Texas Nursing Practice Act. 6. Accept and make assignments and delegate tasks that take into consideration patient safety and organizational policy. Member of the Health Care Team 1. Coordinate, collaborate, and communicate with patients, their families, and the interdisciplinary health care team to plan, deliver, and evaluate patientcentered care. 2. Serve as a health care advocate in monitoring and promoting quality and access to health care for patients and their families. 3. Refer patients and their families to resources Program Outcomes At least 85% of those employers responding to a survey will agree (3 or greater on a scale of 1-5) that the Victoria College graduate nurse has the necessary knowledge and skills to function as a beginning nurse in each criterion area. At least 85% of those employers responding to a survey will agree (3 or greater on a scale of 1-5) that the Victoria College graduate nurse has the necessary knowledge and skills to function as a beginning nurse in each criterion area. 74

Purpose/Philosophical Concepts Purpose To prepare graduates with skills and personal behaviors consistent with professional expectations and to provide an experience which emphasizes the development of an inquiring mind which recognizes the need for continual pursuit of knowledge. (Includes philosophical concepts of nursing education and nursing). Student Learning Objectives that facilitate continuity of care; health promotion, maintenance, and restoration; and ensure confidentiality. 4. Communicate and collaborate in a timely manner with members of the interdisciplinary health care team to promote and maintain optimal health status of patients and their families. 5. Communicate and manage information using technology to support decision making to improve patient care. 6. Assign and/or delegate nursing care to other members of the health care team based upon an analysis of patient or unit need. 7. Supervise nursing care provided by others for whom the nurse is responsible by using evidence-based nursing practice. Member of a Profession 1. Function within the nurse s legal scope of practice and in accordance with the policies and procedures of the employing health care institution or practice setting. 2. Assume responsibility and accountability for the quality of nursing care provided to patients and their families. 3. Participate in activities Program Outcomes 75

Purpose/Philosophical Concepts Student Learning Objectives that promote the development and practice of professional nursing. 4. Demonstrate responsibility for continued competence in nursing practice, and develop insight through reflection, self-analysis, self-care, and lifelong learning. Program Outcomes Each semester includes clinical, laboratory, and simulation activities that allow the student to apply theoretical concepts in actual or simulated situations. Medication administration and decision making is taught in all levels and practiced using the simulation laboratory. Each level has a graded skill assessment related to medication administration using the manikins and scenarios, which increase in complexity and skill mix by level. Table 8 shows examples of the learning activities associated with other selected theoretical concepts. Table 8 Learning Activities Associated with Theory Content Theory Concept Level Learning Activity Assessment Level I (first semester) -Monitored demonstration of patient assessment -Newborn assessment in clinical agency -Care maps based on clinical patients Level II (second semester) - Simulation scenarios which include diabetes, post-partum, cardiac assessments -Care maps based on clinical patients Level III (third semester) -Care maps based on clinical patients -Fundal and fetal assessments on clinical patients - Full body assessment review and practice in simulation activity -Elimination station in Fluid/ 76

Level IV (final semester) Electrolyte lab/simulation -Heart and lung sounds in laboratory experience -Integration of labs, diagnostics, physical findings, patient history, and nursing priorities in Clinical Case Study paper based on clinical patients -Monitored evaluation of system assessment during laboratory experience -Wound assessments based on photographs -Burn assessment in simulation scenarios Teaching-Learning Level I (first semester) Planning and implementing a safety-health related learning activities for pre-k group Level II (second semester) Level III (third semester) Level IV (final semester) Planning and implementing a teaching activity to an instructor about an aspect of diabetes Patient teaching about health-illness related topic with written teaching plan Patient teaching with teacher evaluation at bedside Criterion 4.2: The curriculum is developed by the faculty and regularly reviewed for rigor and currency. The nursing curriculum is developed to assist the student to succeed in all four levels of the program. The curriculum is an integrated program organized from a simple to complex format which allows building a firm foundation of knowledge in nursing from Level I to Level IV. Because of the careful progression from simple to complex in both nursing theory and nursing practice (clinical) and because no semester requirement exceeds 18 hours, students are able to achieve the program objectives. Students who successfully complete the program objectives are prepared to enter the work force as entry level professional nurses. 77

The Program of Study for the Associate Degree in Nursing is as follows: Table 9 Required Nursing Courses REQUIRED NURSING COURSES FOR A.D.N. PROGRAM Level I RNSG 1423 Introduction to Professional Nursing for Integrated Programs RNSG 1219 Integrated Nursing Skills RNSG 1260 Clinical I Nursing Level II RNSG 2504 Integrated Care of the Client with Common Health Needs RNSG 2461 Clinical II Nursing Level III RNSG 2514 Integrated Care of the Client with Complex RNSG 2462 Clinical III Nursing Hours Level IV RNSG 2535 Integrated Client Care Management 5 RNSG 2463 Clinical IV Nursing 4 Total Nursing Hours 35 4 2 2 5 4 5 4 General education courses are required to augment the content in the nursing course, as well as to provide an academic foundation for the necessary nursing concepts and skills. The appropriateness of these courses is reviewed regularly as a part of the SPE. Evidence of relevancy becomes apparent when they are linked to the NCLEX test plan. Table 10 A.D.N. Support Courses form the Sciences and Humanities General Ed Course # Credit Hours Link to NCLEX-RN Test Plan *Human Anat. & Phys 8 Physiologic Integrity/adaptation *Chemistry 4 Physiologic Integrity/adaptation *Computers in Health Care 2 General Psychology 3 Psychosocial Integrity Pharmacology 2 Pharmacologic/Parenteral Therapies Growth and Development 3 Psychosocial Integrity *Microbiology 4 Physiologic Integrity/Safety and Infection Control *Sociology 3 Psychosocial Integrity *English 6 *Physical Education 2 Physiologic integrity and Psychosocial integrity 37 Total Hours *Meets Core Curriculum requirements and facilitates transfer to upper level institutions 78

Starting in the Fall of 2012, English 1302 will be replaced with a Humanities or Fine Arts requirement, as defined in the VC core curriculum. Faculty implemented the integrated curriculum in Fall 1995 after extensive meetings to level the content and write learning objectives and content outlines. At the time of the graduation of the first group of students to complete the new curriculum, in May 1997, faculty held a retreat to review in detail each unit across the four semesters and assess the integration of all units together. In Spring 1999, the second formal review of units began. Task forces for each unit met and reported recommendations to the curriculum committee. Completion of this review in Spring 2000 coincided with the changes required to meet WECM guidelines. As the WECM changes were implemented from Fall 2000 through Fall 2001, faculty continued the spot revisions. In January 2004, the Faculty conducted a half-day workshop to update the skills testing requirements and clinical expectations of each level, realign some ATI tests, and reconsider the awarding on points in the grading system for the ATI scores. Once both the RN and LVN programs had completed implementation of the WECM changes, in Spring 2002, a combined task force conducted another full comparison review of the two curricula to ensure appropriate articulation tracks. The continued integration of these tracks was reviewed again in 2008 and 2011and appropriate changes were made to facilitate articulation. Part of these reviews included creation of a Matrix of Level Requirements and skills that fully coordinated with the Program Level Objectives. The Matrix is reviewed and updated at least every semester to assure currency, appropriateness of content, and evidence of increasing complexity by levels. The VC A.D.N. program offers online education to LVNs who are returning to school to become RNs. The initial course (RNSG 1327, Transition from Vocational Nursing to Professional Nursing) in this track contains content from the entire first year of the A.D.N. program. The course objectives for this course are the same as those for the second level of the 79

traditional program. After completing this course, students progress to the second year and can either continue to receive content in an online format or join the traditional students in the classroom setting. The content of the online course duplicates that of the traditional course in that the same unit outlines are used and the theory presentation is available online to all students through Panopto technology. All students are tested together on campus and students are assigned to clinical groups without regard to the format they have chosen for theory. In order to provide multiple entry and exit opportunities for students, the first semester was designed so that students successfully completing RNSG 1219 and RNSG 1260 may apply for a Nurse Aid Certificate of Completion and are eligible to take the exam to become a Certified Nurse Aide/Home Health Aide. Similarly, students who have successfully completed the first year of the professional nursing program may transfer to the final semester of the vocational nurse program and complete that to be eligible to take the NCLEX-PN exam. Curriculum currency is maintained in several ways. Currency of the nursing courses is the focus of the Advisory Council and the Agency meetings held each semester. At the Advisory Council, a primary common goal is to understand the needs of the service area health care facilities. If an unmet need is perceived, possible solutions and changes to curriculum are discussed. The employers sometimes prefer to orient the new graduate to specific areas within their own systems or, after curriculum committee approval, course content may be changed to add components. In addition to recommendations from the Advisory Committee, faculty are encouraged and assisted to attend continuing education seminars when possible. That updated information is integrated into each appropriate unit of instruction. Faculty also developed and utilizes a Required Drug List that reflects current and classic drugs that are prescribed in the area. The list is reviewed on a regular basis for currency and importance of the drugs listed. The rigor of the curriculum is continually evaluated through the assessment of student achievement in classroom theory exams, clinical performance, standardized testing, and NCLEX-RN results. Statistical item analysis for theory exams, criteria based clinical 80

performance reviews, and NCLEX-RN diagnostic failure analysis reports provide data for the curriculum committee to evaluate specific content areas. The use of standardized testing in each level has been in place since Fall 2002 and is analyzed annually with NCLEX-RN pass rates as a part of the EP. Cohesiveness of the program is reviewed informally almost daily among faculty who teach similar units across the curriculum. In the integrated format, each functional health pattern, or body system, is taught every semester in accelerating levels of complexity. As units of instruction are prepared, the significant faculty members consult with each other to ensure that the target concepts are introduced at the appropriate level and expanded upon in successive levels. The Curriculum Committee conducts formal reviews for consistency, cohesiveness, and increasing complexity at least every 3 years. Criterion 4.3: The student learning outcomes are used to organize the curriculum, guide delivery of instruction, direct learning activities, and evaluate student progress. The terminal learning objectives for the program are derived from the Texas BON Differentiated Essential Competencies of Graduates (DECs). These objectives form the basis for the clinical evaluation form (see Appendix 8), which is used for weekly formative evaluation and for a final evaluation at the end of each semester. The Faculty has defined the levels of achievement expected at the end of each semester to reflect progress of the student toward full competency by the completion of the final semester (Appendix 8 & 10). Theory course objectives are derived from these terminal objectives in that they guide the level of knowledge necessary for the student to be able to make the judgments and decisions required by the terminal learning objectives. Tests in theory are constructed so that the acquired knowledge is tested in progressively higher levels of Bloom s (1956) taxonomy of cognitive learning. Level I has a higher percentage 81

of comprehension and knowledge level questions than in Level IV, which is predominantly testing in the application/analysis range. Similarly, while all levels test application abilities of students in the simulation labs, the content of the scenarios and issues posed to the students become more complex as they progress through the levels. In all levels, psychomotor skills are tested in the skills lab. Skills labs can be pass or fail, but simulations are all experiential and the evaluation is covered in the debriefing sessions in which the scenario and student response are analyzed as a group. Table 11 Integration of Learning Outcomes, Instruction, Learning Activities, Evaluation Learning Outcome Instructional Learning Activity Provider of Care 1.Use clinical reasoning and knowledge based on the program of study and evidence-based practice outcomes as a basis for decision making in nursing practice. Modality -Use of case studies in theory instruction -Simulation -Clinical patient assignments -Med Administration Lab -Participation in simulation activities -Medication Administration laboratory participation -Patient care in clinical setting -Care maps and Clinical Case Study papers Progress Evaluation -Observation of simulation participation -Formative evaluation of clinical performance and clinical paperwork -Medication Administration Practicums -Theory exams 2. Determine the physical and mental health status, needs, and preferences of culturally, ethnically, and socially diverse patients and their families based upon interpretation of comprehensive health assessment findings compared with evidencebased health data derived from the -Use of case studies in theory instruction -Simulation -Clinical patient assignments -Participation in simulation activities -Interview client with process/disease that alters body image and report to classmates -Patient care in clinical setting -Care maps and Clinical Case Study papers -Observation of simulation participation -Formative evaluation of clinical performance and clinical paperwork -Theory exams 82

Learning Outcome program of study. 3. Analyze assessment data to identify problems and formulate goals/outcomes and develop plans of care in collaboration with patients, their families, and the interdisciplinary health care team. 4. Provide safe, compassionate, comprehensive nursing care to patients and their families through a broad array of health care services. Instructional Modality -Clinical patient assignments -Clinical patient assignments in a variety of settings. -Lecture and case scenarios -Laboratory experiences for safety practice -Infectious disease information and prevention Learning Activity -Patient care in clinical setting -Care maps and Clinical Case Study papers -Process recordings -Discharge Planning project -Participate in laboratory experiences -Patient care in clinical -Care maps and Clinical Case Study papers Progress Evaluation -Formative evaluation of clinical performance and clinical paperwork -Theory exams -Evaluate process recording and discharge planning project -Graded demonstrations of patient care techniques -Clinical supervision -Evaluation of clinical paperwork -Med Administration Practicums -Theory exams 5. Implement the plan of care for patients and their families within legal, ethical, and regulatory parameters and in consideration of disease prevention, wellness, and promotion of health lifestyles. -Clinical patient assignments -Role play of deposition of nurse reported to BON -ROPES (increases awareness of others) -Online presentation of Universal Precautions -Patient care in clinical -Occurrence reports in clinical -Participation in ROPES -Teaching health/safety concepts to preschoolers -Teaching projects for patients -Clinical supervision -Evaluation of clinical paperwork -Observe adherence to universal precautions in laboratory, simulation and patient care situations -Evaluate either teaching plan or actual teaching -Theory exams 6. Evaluate and report patient outcomes and responses to -Lecture -Case studies -Care maps and Clinical Case Study paperwork -Clinical report to -Evaluate clinical paperwork -Presentation of patient in pre/post 83

Learning Outcome therapeutic interventions in comparison to benchmarks from evidence-based practice, and plan follow-up nursing care. 7. Develop, implement, and evaluate teaching plans for patients and their families to address health promotion, maintenance, and restoration. 8. Coordinate human, information, and material resources in providing care for patients and their families. Patient Safety Advocate 1. Demonstrate knowledge of the Texas Nursing Practice Act and the Texas Board of Nursing Rules that emphasize safety, as well as all federal, state, and local government and accreditation organization safety requirements and standards. 2.Implement measures to promote quality and a safe environment for patients, self, and Instructional Modality -Lecture -Demonstration -Lecture -Clinical leadership assignment -Role play of deposition of nurse reported to BON -Lecture -Guided discussion in pre/post conference -Medication Administration laboratories -Skills laboratory -What s Wrong Here laboratory Learning Activity primary caregivers -Process recordings -Teaching projects each semester -Care for multiple patients -Team leader assignment -Analysis of discharge process for an assigned patient -Participation in discussion -Participation in laboratory experiences Progress Evaluation conference -Questioning during clinical time -Evaluate process recording -Theory exams -Evaluate either teaching plan or actual teaching -Theory exams -Evaluation of report on clinical leadership experience -Grade discharge process analysis -Theory exams -Skills evaluations -Theory exams 84

Learning Outcome others Instructional Modality Learning Activity Progress Evaluation 3. Formulate goals and outcomes using evidencebased data to reduce patient risks. -Lecture -Case studies -Care maps and Clinical Case Study paperwork -Care of assigned patients -Evaluate clinical paperwork -Clinical supervision -Theory exams 4. Obtain instruction, supervision, or training as needed when implementing nursing procedures or practices. -Lecture (Legal/ethical topics) -Supervised performance of skills in clinical setting -Read Nurse Practice Act -Clinical supervision 5.Comply with mandatory reporting requirements of the Texas Nursing Practice Act 6. Accept and make assignments and delegate tasks that take into consideration patient safety and organizational policy. Member of the Health Care Team 1. Coordinate, collaborate, and communicate with patients, their families, and the interdisciplinary health care team to plan, deliver, and evaluate patient-centered -Lecture -Team Leader assignment in clinical -Lecture -Delegation film -Case studies -Lecture (communication and interdisciplinary roles) -Guests from other disciplines -Students are responsible for all interactions with BON related to obtaining license -Completion of occurrence reports with performance issues identified by instructor -Team Leader in clinical -Care of multiple clients -Report to primary nurse prior to leaving unit -Theory exams -Evaluate team leader paperwork -Theory exams -Clinical supervision -Theory exams 85

Learning Outcome care. Instructional Modality Learning Activity Progress Evaluation 2. Serve as a health care advocate in monitoring and promoting quality and access to health care for patients and their families. 3. Refer patients and their families to resources that facilitate continuity of care; health promotion, maintenance, and restoration; and ensure confidentiality. 4. Communicate and collaborate in a timely manner with members of the interdisciplinary health care team to promote and maintain optimal health status of patients and their families. -Lecture (Discharge planning, Quality Management) -Lecture -HIPAA review in Allied Health online orientation and in class -Lecture -Discharge Planning Project -Discharge planning project -Address discharge issues on clinical paperwork -Care of multiple patients in clinical settings -Care of patients in clinical settings -Group projects (for improving group communication skills) -Leadership days in clinical -Evaluation of discharge planning -Theory exams -Clinical supervision -Evaluation of clinical paperwork -Evaluation of discharge project -Clinical supervision -Theory exams -Theory exams -Clinical supervision -Weekly clinical evaluation 5. Communicate and manage information using technology to support decision making to improve patient care. -Demonstration -Lecture -Orientation to clinical facilities -Review student input in clinical setting 6. Assign and/or delegate nursing care to other members of the health care team based upon an analysis of patient -Lecture -Delegation video -Clinical role assignments -Team Leader assignment -Team member assignment -Clinical supervision -Theory exams 86

Learning Outcome or unit need. Instructional Modality Learning Activity Progress Evaluation 7. Supervise nursing care provided by others for whom the nurse is responsible by using evidencebased nursing practice. Member of a Profession 1. Function within the nurse s legal scope of practice and in accordance with the policies and procedures of the employing health care institution or practice setting. 2. Assume responsibility and accountability for the quality of nursing care provided to patients and their families. 3. Participate in activities that promote the development and practice of professional nursing. 4. Demonstrate responsibility for continued competence in nursing practice, and develop insight through reflection, selfanalysis, selfcare, and lifelong learning. -Lecture -Clinical role assignments -Lecture -Case studies -Clinical orientation -Discussions in pre/post conference -Lecture on Quality Management -Lecture on professionalism and power -Professionalism points -Lecture (legal, ethical) -Team Leader assignment -Care of multiple patients -Care of patients in clinical setting -Preparation for and care of multiple patients in clinical setting -SNA -Trip to Austin for some students -Opportunity for Improvement group project -Self evaluation on weekly clinical forms -Verbal feedback to team leaders -Read Nurse Practice Act -Clinical supervision -Theory exams -Clinical supervision -Weekly evaluation -Clinical supervision -Weekly evaluation -Theory exams -Theory exams -Theory exams 87

Criterion 4.4: The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives. Cross, T., Bazron, B., Dennis, K., and Isaacs, M. (1989) identify that valuing diversity; having the capacity for cultural self-assessment; being conscious of the dynamics inherent when cultures interact; having institutionalized cultural knowledge; and having developed adaptations of service delivery reflecting an understanding of cultural diversity are essential elements for establishing cultural competence in an organization. The A.D.N. program identified cultural diversity as an integrated thread and has sought to incorporate these elements throughout the curriculum. Besides the analysis of culture and change to social groups inherent in Sociology 1301, a required general education course, cultural and ethnic aspects of care are included in each level of the nursing program. Level I includes a class which discusses the origin of cultural behavior, cultural and ethnic groups beliefs and practices, the relationship of socio-cultural background to health and illness beliefs and practices, and the effects of these beliefs on nursing care. Level 2 incorporates a unit on values clarification which includes not only selfevaluation but also techniques to assist clients with clarifying values. Level 2 also includes cultural, social, and ethnic influences on attitudes towards death and dying. Level 3 teaches about socio-cultural theories related to domestic violence, cancer, and various other topics; discusses cultural aspects of mental illness, adolescent pregnancy, abortion, and fetal demise; and includes cultural aspects of the teaching process. Level 4 increases cultural awareness by elaborating on ways to assess cultural aspects of a client or group and applies psychosocial aspects of care for patients with burns, liver disease, renal disease, organ and tissue transplantation, chronic pain assessment and management, substance abuse, and end-of-life issues. 88

The cultural competence of the student is assessed as the student cares for patients from a variety of cultures, ethnicities, and socioeconomic backgrounds during the clinical rotation. Feedback is provided through the weekly clinical evaluation form. Criterion 4.5: Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes. Every nursing course, both classroom theory and clinical, publishes a syllabus and course learning packet for each semester. The syllabus specifies the grading criteria and grading scale, course requirements and broad objectives organized into the four role areas of professional nursing delineated by the Differentiated Essential Competencies of Graduates of Texas Nursing Programs. The learning packets contain the unit content outlines, which stem from the content objectives that are derived from the course objectives. Classroom theory exams test content from the content outlines and specific objectives. Test items for theory exams are multiple-choice items, as well as alternate item format questions, constructed by the faculty within the taxonomy levels of knowledge, comprehension, application and analysis (Appendix 11). The percentage of questions within each domain increases to more complex domains with each Level of nursing course. Classroom testing is conducted in a controlled, monitored environment using paper scantron sheets. Makeup exams are given by appointment with the Level Coordinator within one day after the student returns to class. The option is available to faculty to give the same test or to give a different test. The makeup test scores, therefore, are not usually included in the computerized analysis. The tests are all reviewed by the faculty immediately after computerized analysis of percentage of correct answers, discriminating power among high and low scores, and individual itemized answers are available; usually the same day. 89

Students are able to review the test and obtain their unadjusted score immediately after completing the exam. They move to an adjacent test review room, also monitored and controlled, where they can compare their answers with the test key. Each student has the opportunity to submit written comments on items for which they question the answer and give their rationale as to why they think another answer may be better. The faculty then reviews each of these comments at the same time they review the statistical analysis data. Based on consideration of all the information, an individual test item may be omitted or multiple answers may be accepted. Any changes to the correct answers are then related to the students at the next class period. Students with concerns about scoring consult with the level coordinator, who addresses concerns individually. Policies and procedures for testing are located in both the A.D.N. Faculty Handbook and the Nursing Programs Student Handbook. Standardized testing given at each level exposes the student to the practice of computerized testing. Scores from proctored tests are compared against the program type norms and the national norms. Students who do not achieve the 50 th percentile of the program type must remediate with non-proctored tests or other learning activities on the content in question. In Level IV, the RN Comprehensive exam is used as a portion of the course grade. There is statistical predictive data relating to the probability of passing the board exams that allows this score to be used as a numerical score in the course grade. Each theory course has a companion clinical course. Although they are separate course numbers, the clinical is considered an integral component to the classroom. Therefore, progression requirements are that both the clinical and theory courses are successfully completed in the same semester. Clinical skills are evaluated not only in the clinical setting but also in laboratory simulation testing. Students perform the skills and are evaluated based on a set of criteria that are set forth in the clinical learning packet. Performance is either pass or fail. Failure may require complete retesting after remediation or a short paper addressing the area of concern. If 90

students are not successful in demonstrating safe practice with the tested skills, they are put on a contract which defines the issue, requires specific remediation steps, and states that they must demonstrate competency in that area in the clinical setting for the remainder of the program of study or be subject to dismissal from the program. The Weekly Clinical Evaluation tool is used to evaluate the student s competencies in the clinical setting. It is a student and instructor evaluation of progress toward completion of the course objectives and thus a shared responsibility. The student supplies the form weekly to the clinical instructor with their own evaluation and comments already entered. The clinical instructor enters the faculty assessment and comments about the student s performance for that week. The forms, along with any care plans or other written work, are returned to the student within one to two weeks. The summative evaluation of each semester utilizes this form and is shared with the student at the final clinical evaluation conference. The weekly assessment is rated against criterion-referenced definitions developed by K. Krichbaum from criterion published by K. Bondy in the Journal of Nursing Education in 1983. The faculty approved levels of competence as course outcomes for each level of the program. There are 25 competencies grouped into the four roles of the nurse. The form also records the type of client(s) the student cares for each week. Each clinical written assignment is scored against a predetermined list of criteria and rankings delineated in individual course syllabi. Written papers often require subjective evaluation within certain parameters. To maintain consistency among faculty, each semester at least one student paper is graded independently by the entire teaching faculty for that Level. The grades are compared to evaluate inter-rater reliability. Discrepancies are discussed and noted for further comparison, and a recheck later in the semester. Anecdotally, most faculty seek another opinion when a particular selection of written work is challenging to grade. Group presentations in the final level are evaluated as they occur by a panel of faculty. Evaluations are based on predetermined criteria, which are published in the course learning 91

packets. Presentations are scored as pass or fail. Failures are remediated by individual papers covering the unsatisfactory areas. At the beginning of each semester, all evaluation methods and tools are reviewed with the students. Instructions for completion of assignments and the use of the tools are also in every learning packet. Successful completion of a clinical semester is graded as Pass/Fail and is noted on the student s Final Clinical Evaluation summary sheet as S or U for satisfactory or unsatisfactory. Criterion 4.6: The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and technological advances. The process of preparing students for success in the nursing program begins prior to their acceptance into the course of study. Research suggests that student completion of college courses is related to academic rigor and achievement in high school courses (Adelman, 1999). Victoria College offers dual credit options for area high schools to challenge students and to give them the opportunity to earn college credit. ENGL 1301 and ENGL 1302, components of the Associate Degree Nursing program of study, are offered as dual credit courses. Students may take these courses and others, such as history and government, to hone their study skills, acclimate to the intensity of college courses, and gain credit hours toward their degree. For those students who demonstrate a need for improvement in reading, writing, or math skills, Victoria College offers Foundations courses. These courses help to bridge the gap between high school and college content for students who have demonstrated the need through placement exams. Students complete these courses with satisfactory performance prior to enrolling in courses for college credit to improve their abilities to handle college level content. As a part of a Tech-Prep Plan, the A.D.N. program credits students who have completed Health Skills 2 in high school with credit for RNSG 1219 (Integrated Nursing Skills I) if they complete the steps for Tech-Prep credit described in the Victoria College catalog under 92

Academic Regulations. The students also can receive Tech-Prep credit for HITT 1211 (Computers in Health Care) through the Tech-Prep process. This plan not only recognizes knowledge that the student has gained, but also provides incentive to continue the educational process at a higher level. The funding for the Tech Prep program was discontinued for the 2011-12 school year, but students who have completed the high school course(s) prior to that time may still receive credit through the process until Fall 2014. Interdisciplinary collaboration is an ongoing process. The Dean of Allied Health meets with other Deans weekly to look at issues concerning the college, students, and curricula. If issues arise concerning the student preparation for the nursing courses, timing of content taught in other disciplines, or other issues effecting learning, they are discussed at these weekly meetings. Teaching the content of the nursing courses is based on principles of andragogy. The average age of the students is 27 years. Hence, the typical nursing student is not coming straight from high school. Most have completed several semesters in college in order to complete the general education requirements for the course of study. Many are returning to school after having another career and so have significant life experiences. Hence, they exemplify traits of the adult learner: the need to know why something is important, capable of self-direction, influenced by life experience, motivated to learn what they perceive as important to their goals. The theory content is presented in a combination of lecture; case application; small group discussion; and question-answer via the Turning Point system, an instant response system which shows generalized class responses to specific questions. By using a variety of methods to convey the same content, faculty are able to present the information, demonstrate its relevancy to nursing and patient care, let students apply the new knowledge in unique situations, and give immediate feedback when decisions are made. 93

In the Fall convocations of 2009 and 2010, Victoria College invited educators to present methodologies for teaching the current learner. Rita Smilkstein, PhD. and Mark Taylor, Ed.D. have presented information which A.D.N. faculty, particularly in the first semester, have used in their teaching. Much of this work involves students in small group discussion and decisionmaking after linking what they are about to do to something many of them have already done in other aspects of their lives. This helps the students realize that past experiences will be helpful in their pursuit of a nursing degree and validates their importance as a part of the education team. This recognition of the mature learner establishes a solid foundation for continued learning and a true collegial relationship with the students in the learning process. Criteria 4.7: Program length is congruent with the attainment of identified outcomes and consistent with the policies of the governing organization, state and national standards, and best practices. The 72 credit hour program of study falls within the generally accepted range of 60-72 semester credits with no more than 60% allocated to nursing courses. Table 12 illustrates the current distribution of courses and credit hours. Starting in the Fall of 2012, English 1302 will be replaced with a Humanities or Fine Arts requirement, as defined in the VC core curriculum. Table 12 Distribution of Required Courses General Education Courses Hours % Nursing Courses Hours % Science Chemistry 1406 Introductory 18 4 25.0% Nursing 35 48.6% Biology 2401 Anatomy & Physiology I Biology 2402 Anatomy & Physiology II 4 4 Level I RNSG 1219 Skills RNSG 1423 Intro RNSG 1260 Clinical 2 4 2 Biology 2420 Microbiology HPRS 2200 Pharmacology 4 2 Level II RNSG 2504 Care RNSG 2461 Clinical 5 4 94

General Education Courses Hours % Nursing Courses Hours % Language Arts English 1301 English 1302 6 3 3 8.3% 5 Social Science Psychology 2301 General Psychology Psychology 2314 Human Growth & Devel. Sociology 1301 Introduction Communication and PE HITT 1211 Computers in Health Care 9 3 3 3 4 2 12.5% 5.6% Level III RNSG 2514 Complex Care RNSG 2462 Clinical Level IV RNSG 2535 Adv. Care RNSG 2463 Clinical PHE 1101 2 Physical Education General Education Totals 37 51.4% Nursing Totals 35 48.6% 4 5 4 In accordance with State guidelines, the expectation is that 85% of the students will complete the program of study within 6 semesters of beginning Level I. This completion rate has been an issue which faculty has been addressing since the completion rates fell short of the target every semester from Spring 2001 through Spring 2006. Several actions were taken to improve completion rates. Faculty has instituted Academic Status Report (Appendix 12) for failure of a test which initiates counseling to help students succeed on future exams. Some of this includes individual discussion with the student about study habits and ways to study. Other interventions include weekly tutoring sessions offered by the faculty to any student who wishes to attend. These sessions are geared to address areas which the students identify as difficult or for which they have questions. Victoria College also offers special assistance to qualified students through the K.E.Y. Center. Additionally, instructors identify students with clinical performance issues and assist them through counseling and/or 1:1 mentoring in the clinical setting. These interventions have 95

resulted in an improvement in completion rates to over 85% in 5 of the last 9 semesters with the most recently measured registering at 85% and 90%. Criterion 4.8: Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes; current written agreements specify expectations for all parties and ensure the protection of students. A written clinical affiliation agreement exists between Victoria College and all agencies used for clinical experiences for Victoria College Allied Health students. All agreements are signed by the College President and a designee of the agency. The Dean of the Allied Health Division initiates and maintains all clinical affiliation agreements for the college Allied Health programs. New agencies are added at the request of an instructor or because a new facility has been opened. These facilities must have the appropriate accreditation status from their accrediting body and they must have a registered nurse who is responsible for directing any direct nursing care that is given. New agreements are initiated for one year only and designate the specific program and students that have experiences in a particular agency. Agency affiliation agreements specify the joint responsibilities of the college and the clinical facility, the specific responsible of the Victoria College Nursing Division, the specific responsibilities of the clinical facility, and the specific responsibilities of students. All agreements provide faculty members with the control and freedom to select appropriate learning experiences for students. The agreements also clearly designate the agencies as having the ultimate responsibility for nursing care provided. After the first year, if learning experiences are adequate the contract is renewed for five years and every five years thereafter. There are a few exceptions to this as Victoria College has on-going agreements with Warm Springs Rehabilitation and Seton Health Care Systems. Review of the agreements is multi-faceted. All facilities are sent an annual review where they can request a new contract, affirm that things will continue as stated in the current contract, 96

or ask that the contract be terminated. Current agreements all have a termination clause that allows sufficient time (90 days) for enrolled students to meet the course objectives. Periodically, often when new regulations or laws are instituted, the agreements are reviewed by legal counsel and appropriate changes are made. This was done when HIPAA regulations impacted health care facilities. During each summer the Dean of the Allied Health Division reviews the program s list of clinical agencies indicating necessary additions or deletions and the appropriate changes are made prior to the fall semester. If needed, new contracts can be initiated at any time during the year, based on a request from the Program Chair. The A.D.N. Program maintains agency affiliation agreements with multiple agencies. A.D.N. Students provide direct client care under the supervision of faculty in multiple agencies. These agencies are primarily located in Victoria, but one is in Seguin to accommodate students who live near the Gonzales campus. They provide the cornerstone of the varied learning experiences necessary to support the purposes of the A.D.N. curriculum and to assist students to achieve program outcomes. A summary of the accreditation status clinical services, bed capacity and average daily census for each of these facilities is presented in the table below. Table 13 Agencies Utilized for Clinical Experiences Agency Name and Address Accreditation/ Licensure Clinical Area Used Bed Capacity Average Daily Census Citizens Medical DNV-NIAHO Medical/Surgical 368 115 Center 2701 Hospital Drive Victoria, TX 77901 TDHS Critical Care Surgery Oncology Pediatrics Obstetrics DeTar Healthcare System Navarro P.O. Box 2089 Victoria, TX 77901 TJC TDHS Medical/Surgical Critical Care Surgery Oncology 220 123 combined DeTar Healthcare System North 101 Medical Drive Victoria, TX 77904 Cuero Hospital 2550 N Esplanade Cuero, TX 77954 TJC TDHS TDHS Obstetrics Pediatrics Medical/Surgical Obstetrics Pediatrics Medical/Surgical 108 49 20 97

Agency Name and Address Devereux Foundation P.O. Box 2666 Victoria, TX 77901 Guadalupe Regional Medical Center 1215 E. Court St. Seguin, TX 78155 Twin Pines Nursing Home 3301 Mockingbird Victoria, TX 77901 Texan Nursing & Rehab. West 3007 North Navarro Victoria, TX 77901 Texan Nursing & Rehab. East 3103 East Airline Victoria, TX 77901 Kindred Hospital 506 E. San Antonio Victoria, TX 7790 Warm Springs Hospital 102 Medical Drive Victoria, TX 77904 Accreditation/ Licensure TDHS TDFPS TJC TDHS Clinical Area Used Adult and Pediatric Mental Health Obstetrics Critical Care Medical/Surgical Surgery Bed Average Capacity Daily Census 153 148 125 51 TDHS Long-Term Care 200 175 TDHS Long-Term Care 152 40 TDHS TJC TDHS TJC TDHS Long-Term Care Rehabilitation Skilled Care Medical/Surgical Critical Care Rehabilitation Wound Care Medical/Surgical Critical Care Wound Care Rehabilitation 128 115 23 22 26 26 Affiliation agreements are also maintained with several other agencies, which provide observational clinical learning experiences for students. These observational experiences provide additional clinical learning opportunities which expose students to varied learning experiences. The A.D.N. Program is not utilizing preceptors at the present time. The faculty is collaboratively involved with the Dean of Allied Health Division in the process of selection and coordination of clinical learning experiences. Selection of clinical practice sites is guided by the program and course objectives. Level Coordinators coordinate clinical agency scheduling. This helps ensure that the learning needs of the students in specific 98

clinical courses are being met. Every summer and Fall the A.D.N. Program Chair, in response to the Level Coordinators requests for clinical agencies and practice areas, forwards clinical placement requests to the Dean of Allied Health Division for inclusion in the affiliated facilities. Faculty-Agency Committees are held annually at each of the major affiliating agencies to assess the student experience from multiple perspectives. Representatives include faculty members responsible for clinical instruction in the respective agency, the A.D.N. Director, A.D.N. Chair, as well as the Director of Nursing, Nursing Managers, and Staff Nurses on units where students are assigned. The discussion helps to validate that learning experiences are both adequate for students to achieve stated objectives and non-intrusive to the effective functioning of staff and patients. Students also formally evaluate their clinical experiences after each clinical rotation. The results are reviewed as a part of the curriculum evaluation process and have been positive. Criterion 4.8.1: Student clinical experiences reflect current best practices and nationally established patient health and safety goals. When in the clinical setting, students are assigned to clients who best meet the learning outcomes of the clinical course for that level. Faculty review current best practices for specific types of patients each semester prior to presenting the information to the students in theory. Hence, the current practice is expected during clinical performance. Also, each agency is accredited and, therefore, is practicing according to current standards. One example of evidence based practice that has been implemented in one hospital for over a year is hourly rounding. At the Spring 2012 agency meeting, the other hospital stated that they will be implementing hourly rounding in the Fall. National patient safety goals formulated by The Joint Commission are presented throughout the curriculum and guide the clinical experiences for each student. Some of the clinical agencies focus on specific goals at certain times and students are instructed on how to 99

meet these goals in that institution and how to document compliance. Many times this instruction is through the clinical instructor, but sometimes the agency personnel present the plan. In theory, the National patient safety goals are introduced in Level 1 in the skills course (RNSG 1219). Students are given a copy of the current goals. The goals are also covered in different units (medication administration, peri-operative care) in RNSG 1423, The students are provided with another copy in the Level 2 syllabus. In Level 4, the students discuss these safety goals in the Quality Management unit and are given another copy. Criterion 4.9: Learning activities, instructional materials, and evaluation methods are appropriate for the delivery format and consistent with student learning outcomes. The nursing curriculum is developed from the outcome criteria and presented to assist the student to succeed in all four levels of the program. The curriculum is an integrated program organized from a simple to complex format which allows building a firm foundation of knowledge in nursing from Level I to Level IV. The curriculum committee meets monthly to review and consider topics relative to the development, implementation, and evaluation of the curriculum and thus meet current trends in nursing and nursing education. Each level provides the student an opportunity to achieve knowledge and skills in concepts of the community and health care delivery. Classroom presentations follow the concepts of adult learning and integrate activities that allow students to get immediate feedback to questions. Special assignments and activities are provided to practice critical thinking and communication with peers, health care staff and clients. Research in currents trends regarding health care via the internet and library resources are common practice in the program. (All classroom and clinical syllabi are available to the NLNAC site visitors.) 100

V: RESOURCES Standard V: Fiscal, physical, and learning resources promote the achievement of the goals and outcomes of the nursing education unit. Criterion 5.1: Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization. The administration of Victoria College provides exceptional financial support for the Associate Degree Nursing Program. The fiscal allocation for the Associate Degree Nursing Program is consistently the largest instructional program budget at Victoria College. The majority of the funds used to support the Associate Degree Nursing Program are from general college funds, but a portion of the funds are from federal, state, and private foundation grants. In addition to those sources, both hospitals in Victoria, Citizen s Medical Center and DeTar Health System have periodically provided additional funds for faculty salaries, professional development and other program endeavors. Over the past ten years the amount of state allocated funds for the entire college has decreased from nearly 50% of the College s income to less than 30% of the income. The most recent reduction was in the 2011-2013 biennium, in which Victoria College had to withstand a $3.6 million ($1.8 million per year) reduction in state funds in addition to the previous cuts. With 13 full-time faculty members and about 203 students enrolled in the program the budgetary allotment for the department is sufficient to meet student and program needs but has required some changes in operations. The number of full-time faculty has decreased since 2004, when the A.D.N. program had 17 full-time faculty positions filled. In order to meet the increasing demand for graduates with less funding, more adjunct positions are now utilized in the clinical area. Use of adjunct personnel has allowed the A.D.N. program to continue to be fiscally responsible and to maintain student success (measured by completion and NCLEX-RN 101

pass rates) through quality classroom education with the 14 full-time members and appropriate clinical supervision to each student with the use of the adjunct faculty and teaching assistants. Another change which affected the entire college is that the counseling department was restructured and the majority of student advising is now done by faculty members as a part of their regular workload. College advisors and a counselor are still available for faculty support, but the majority of the advising is now done at the department level. The challenges from the decrease in funding have been met creatively by the college and individual programs. The overall result has been that the A.D.N. program continues to provide a program to students which allows them to complete it within a reasonable time frame and be successful on the NCLEX examination. This accomplishment is due to a hard-working faculty and staff coupled with excellent support from the college. Criterion 5.2: Physical resources (classrooms, laboratories, offices, etc.) are sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of faculty, staff, and students. The Associate Degree Nursing Program is housed in the Health Sciences Center (HSC) on the Victoria College Campus. This center was constructed after careful planning with the Allied Health and Science programs. It is approximately 130,000 sq. ft. of which about 40,000 is used by the nursing programs. This space includes offices, meeting areas, classrooms, laboratories, and computer labs for use by students and faculty. The Chair of the AD nursing program and all full-time faculty have private offices in this building. The Dean of Allied Health also has an office in the same area as the A.D.N. faculty. In addition, adjunct faculty share an office, which they may use when on campus. Each of these offices has a computer, phone, and all other necessary office equipment. This arrangement facilitates private student conferences and help sessions. The Nursing Simulation and Laboratory Coordinator have an office in the HSC. This office also has computer access and needed office equipment. Her assistant utilizes the 102

computer, phone, and office space that is available in the observation room for the simulation areas. The administrative assistant to the Dean of Allied Health and the secretary of the Associate Degree Program have offices in close proximity to the Director and Program Chair. All faculty and support staff share a workroom centrally located in the nursing area. This workroom houses a networked printer, which is also a fax machine and a scanning device. Faculty mail is distributed in personalized cubbies in this workroom, and work supplies are stored in it. The scanning device for grading test answer sheets is also located in this area. The HSC Building has numerous classrooms, learning laboratories, student study areas, a student reference room, faculty conference areas, a coffee bar adjacent to a common area for eating or meeting, and several computer laboratories. Each classroom has a marker board, multimedia teaching center, document camera, DVD and VCR playing capabilities, multiple retractable screens for viewing presentations, and microphone. Classrooms are reserved utilizing a computer based program called Meeting Room Manager. Classrooms used by the A.D.N. program are described in Table 14. Table 14 Classrooms Room # Capacity Special Accessories 130 80 Tiered classroom with multimedia computer capability, LCD projector/screen, DVD. VCR, document camera, microphone, presenter PC, wired network, Panopto recording capability 131 80 Tiered classroom with multimedia computer capability, LCD projector/screen, DVD. VCR, document camera, microphone, presenter PC, wired network, Panopto recording capability 132 80 Tiered classroom with multimedia computer capability, LCD projector/screen, DVD. VCR, video conference unit, microphone, presenter PC, wired network, Panopto recording capability 133 60 Flat classroom with tables and chairs for students, multimedia computer capability, LCD projector/screen, DVD. VCR, document camera, microphone, presenter PC, wired network, Panopto recording capability 221 50 Flat classroom with tables and chairs for students, multimedia computer capability, LCD projector/screen, DVD. VCR, document camera, presenter PC, wired network, Panopto recording capability 227 40 Flat classroom with tables and chairs for students, multimedia computer capability, LCD projector/screen, DVD. VCR, 103

Room # Capacity Special Accessories document camera, presenter PC, wired network, Panopto recording capability Students utilize one of three computer labs. The largest has 49 computers with flat screen monitors and a networked printer. The other two computer labs have 24 computers each. Both have networked printers. All computers have headphone outlets to allow students to listen on their personal headsets and avoid noise distraction. A positive aspect of the HSC design is the inclusion of numerous areas for students to congregate for small group interaction or study. The commons area in the center of the building has tables for eating; an area equipped with computer access lines and electricity supply for individual study; three small group study rooms with a television monitor and DVD/VHS player; a tutoring satellite area for help with the sciences; a larger group study room with a marker board; and a large area with comfortable seating, tables and chairs, a marker board. This area can be used by a large group or is sufficiently large to allow several smaller groups to work simultaneously in the space. Students are also allowed to use faculty conference areas when they are not in use for meetings or other faculty functions. Students evaluate the facilities each semester as a part of the overall course evaluations. Recent results are indicated in the following table. Table 15 Student Evaluation of Physical Facilities Student Evaluation of the Classroom/Learning Lab Facilities Classroom space is available, comfortable, accessible, quiet, and well lit to meet learning needs of students. Fall 2009 Spring/ Summer 2010 Fall 2010 Spring 2011 4.41 4.35 4.36 4.63 5 = Very Good 4 = Good 3 = Average 2 = Poor 1 = Very Poor 104

Criterion 5.3: Learning resources and technology are selected by the faculty and are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery Criterion 5.4: Fiscal, physical, technological and learning resources are sufficient to meet the needs of faculty and students and to ensure that students achieve learning outcomes. Library: Learning resources are current, comprehensive, adequate and accessible. Victoria College and the University of Houston-Victoria jointly operate the Victoria College/University of Houston-Victoria (VC/UHV) Library. This sharing arrangement allows the College to provide library and other learning resources that exceed those of other community colleges its size. The library continues to update its services and find new ways to improve access to materials for faculty and students on-campus and from off-campus locations, including access from home. The A.D.N. Program has three nursing courses and several support courses offered on-line. To assist these students as well as our traditional students the Library has its web site located at http://vcuhvlibrary.uhv.edu. Through the web site, all faculty, staff, and students, whether on-campus, at remote site, or at home, can access Library information including: Hours of operation ( Library Hours ); Names, phone numbers, and e-mail addresses of various Library personnel ( About the Library/Library Staff ); On-line catalog that lists materials available at the VC/UHV Library Most databases ( List of all databases A to Z ) Interlibrary loan requests Some databases are not available outside the Library due to licensing agreements. The VC/UHV Library web site also allows users to request materials through Interlibrary Loan, to search for specific journal titles ( Search the Journals List ) or to find article resources by subject ( Start Research by Choosing a Subject Area Below ). 105

The Library has a Distance Education Librarian who is available for all off-campus students to contact for assistance in using the Library and retrieving materials ( Services for Distance Students ). Additionally, the Library web site offers three sections on its services Services for Students, Services for Faculty, and Services for Area Residents. services. Student evaluations over the last few semesters indicate satisfaction with the library Table 16 Student Evaluation of Library Services Student Evaluation of Library Services Fall 2009 Spring 2010 Fall 2010 Spring 2011 Library resources are available and adequate. (mean of student responses) 4.23 4.05 4.24 4.5 5 = Very Good 4 = Good 3 = Average 2 = Poor 1 = Very Poor The Faculty evaluates the library through the Victoria College Faculty and Staff Opinion Survey conducted annually. Results of the Spring 2012 Faculty and Staff evaluations are as follows. One significant figure is the number of responses that indicated not applicable. In each question, between 39% and 59% of the responses were NA. Table 17 INSTRUCTIONAL SERVICES Faculty Evaluation of Library Services Very Satisfied Satisfied Library # % # % Quality of cooperation between the Library and the rest of the College % Not Dissatisfied* 18 20.9 28 32.6 94.5 Timeliness of information/communication between the Library and the rest of the 16 18.6 26 30.2 98.1 College. Quality of library instruction for your classes (class tours, specialized instruction, etc.) 11 12.8 18 20.9 100.0 Quality of library collection for your discipline 14 16.3 26 30.2 100.0 Availability of online resources in your discipline. 17 19.8 22 25.6 95.7 Courtesy and helpfulness of Library staff. 24 27.9 25 29.1 96.4 N/A was not included in calculation of % Not Dissatisfied 106

Library holdings are kept current because each librarian assumes the responsibility of acquiring new materials, evaluating the collection, and eliminating outdated or damaged materials in their assigned subject area. In addition, the reference staff reviews usage data provided by many vendors to evaluate electronic subscriptions each year before renewing current subscriptions or adding new ones. The library staff also regularly reviews the audiovisual and journal holdings to determine any needs for acquiring or replacing materials. Learning Laboratory: The HSC boasts state of the art learning laboratories. There are two large learning laboratories that have13 beds in each. These laboratories contain ten adult and two pediatric Vital Sim mannequins. These programmable mannequins simulate some vital human functions. They have audible breath, heart, and bowel sounds. In addition, blood pressures and pulses may be obtained from the mannequin. Each mannequin can also have urinary catheters, tracheostomy tubes, naso-gastric tubes, chest tubes, gastrostomy tubes, and endotracheal tubes inserted. The VC simulation coordinator has also been able to approximate central line and peripheral IV line placement in such a way that students may actually infuse fluids or aspirate blood from these lines. The small learning lab has 7 beds and has 5 older mannequins which can be used to practice positioning, transporting, bandaging, and bathing. Lab equipment includes gloves, ambulation and transport devices, tracheostomy care kits, catheters, IV access devices, needles, syringes, tubing, practice medicines, IV infusion pumps and feeding pumps to allow students to practice these skills before encountering them in the clinical setting. In addition to the Vital Sim mannequins, students have access to three adult, one pregnant, and one neonate simulation mannequin. These devices are located in the simulation rooms adjacent to each large laboratory and are used to provide realistic scenarios for the students to manage while the instructors are behind a one-way mirror at a computer to alter the patient s condition based on student actions. Each simulation room has videotaping capability, 107

and the tape of the student interaction with the patient can be used either with individual students or as a group in each of the classrooms on the second floor. While the HSC is available to all students, some students utilize the facilities at the Gonzales Center because it is closer to their homes. This facility has a nursing lab which is 1710 sq. ft. with 10 beds, 6 mannequins, and 2 simulation mannequins. Students utilize this area for study and practice as well as for skills testing. The Gonzales center also has two computer labs, conference areas, and a tutoring center which has references that relate to nursing. All areas are available from 8 a.m. to 9 p.m. Monday through Thursday and 8 a.m. to 5 p.m. on Friday. Students can reserve any area except when it is occupied for testing or a scheduled class. The physical facilities, which are evaluated by students every semester, consistently ranked as good or very good. Table 18 reflects the supporting data: Table 18 Student Evaluation of Learning Lab Facilities Student Evaluation of the Classroom/Learning Lab Facilities Lab space is available, quiet, comfortable, and meets learning needs of students Fall 2009 Spring/ Summer 2010 Fall 2010 Spring 2011 4.30 4.25 4.28 4.63 Technology Support: Within the limits of its resources, Technology Services provides equipment and staff for on-campus computer laboratories, which enables students to accomplish computer related assignments, as well as the installation and support of hardware and software for Victoria College faculty and staff. This department is also responsible for the coordination of both a local and wide area network. Nursing faculty expressed the desire for software that would provide capture of in class lectures in a format that could be posted on the internet for student access. Technology services assisted the faculty in the use of Camtasia for several semesters. After continued research into options on the market, technology services recently initiated using Panopto 108

software, which includes the capability for audio, power point and a video of the instructor during the class time. Technicians train the faculty and are available for trouble-shooting during classes. Technology Services provides interactive support for ten off-campus sites that encompass seven surrounding counties. Students at these sites are able to take Victoria College courses via interactive television. They also provide a wide range of support to faculty who employ information technology in other class related or professional research activities. Technical support is available to Victoria College students who experience difficulties when trying to access online courses or student email accounts. For technical support, students email the Computer Help Desk at helpdesk@victoriacollege.edu or call (361) 582.2509. Email inquiries receive a response within 4 hours of the message. Hours of operation for the helpdesk are: Fall & Spring Semesters Monday - Thursday, 8 a.m. - 4:30 p.m. Friday, 8 a.m. - 4 p.m. Fall & Spring On-Call Hours Friday - Sunday, 6 p.m. - 10 p.m. Summer Semesters Monday - Thursday, 8 a.m. - 5 p.m. Closed on Fridays Summer Sessions On-Call Hours Friday - Sunday, 6 p.m. - 10 p.m. The technology department has had to make adjustments because of the budget cuts. In previous years the Technology Committee formulated a strategic plan. According to the Director of Technology Services, the funds available are used to replace infrastructure (computers, printers, software, and network) rather than applied to new strategic development. The standard now is that computers are replaced about every 6 years, and when projectors cease to function, they are being replaced with audio-visual control systems. Students and faculty evaluate the technology services annually. The most recent results from Spring 2012, as well as past evaluations, reflect general satisfaction with this aspect of the 109

college. In the 2008 evaluations, the one exception was the training of faculty in the use of classroom technology. When investigated, the major issue is not that the training is not offered, but that times are not convenient to some faculty and, frequently, the training does not permit hands-on use of the technology at the time of the in-service. Table 19 Student Evaluation of Technology Services Very Satisfied ADMINISTRATIVE SERVICES Satisfied Computer Technology for Student Use # % # % % Not Dissatisfied* Student email services 212 31.1 278 40.8 96.1 Quality of student computer labs (including computer hardware, software and network reliability and hours of 229 33.7 252 37.1 95.0 operation Quality of Help Desk assistance 199 29.2 233 34.2 94.9 The level of courtesy and professionalism exhibited by help desk personnel 211 31.0 244 35.8 96.4 N/A was not included in calculation of % Not Dissatisfied Table 20 Faculty Evaluation of Technology Services Very % Not Satisfied ADMINISTRATIVE SERVICES Satisfied Dissatisfied* Computer Technology (Faculty) # % # % Overall Technology Services maintenance request process and timeliness of response 50 51 33 33.7 98.9 Ability of Technology Services to diagnose problem and quality of hardware/software 52 53.1 32 32.7 98.9 support E-mail services for faculty and staff 50 51 37 37.8 100.0 Courtesy, professionalism, and/or cooperation of Technology Services 55 56.1 28 28.6 98.9 personnel N/A was not included in calculation of % Not Dissatisfied In addition to the recognition by its users, the information technology department was recently nominated for an award from Computerworld s Storage Network World Fall 2010 Best Practices for implementing a new back-up and recovery system using FalconStor technology. 110

While VC finished the competition as a finalist, FalconStor Software has included VC and several members of its information technology department in its upcoming 2010 Annual Report. VI. EVALUATION Standard 6: Evaluation of student learning demonstrates that graduates have achieved identified competencies consistent with the institutional mission and professional standards and that the outcomes of the nursing education unit have been achieved. Criterion 6.1: The systematic plan for evaluation emphasizes the ongoing assessment and evaluation of the student learning and program outcomes of the nursing education unit and NLNAC standards. Since 1994, faculty has systematically reviewed the associate degree nursing curriculum according to a Systematic Plan of Evaluation (SPE, Appendix 13) specific to the program. While NLN criteria have always been the basis of the evaluation, the SPE was completely rewritten using the 2004 NLNAC criteria as its underlying structure. It was updated again in 2011 to reflect the 2008 NLNAC standards. Every section of the plan is reviewed at least every 2 years, but many are reviewed annually. The frequency of the review is based on the data being generated and its direct effect on learning and program outcomes. Criterion 6.2: Aggregated evaluation findings inform program decision making and are used to maintain or improve student learning outcomes. The Evaluation Committee and Curriculum Committee, composed of faculty members, reviews and analyzes data every month and brings recommendations to the Faculty Committee. Changes are implemented by the faculty committee based on the Evaluation Committee report. Examples of changes which have been made as a result of the evaluation process are numerous. 111

The retention of students as well as program completion time fell below expected levels. As a result, faculty initiated weekly group tutoring in each level to help students with the theory content. Each level also helped students to identify and use online study programs through ATI as well as through book publishers. Concern was voiced about the increased use of adjunct faculty, who may not be well versed about the curriculum. A detailed orientation session for the adjunct faculty was implemented to help familiarize them with the program and learning outcomes as well as expectations for the students. Student participation in the curriculum committee was sporadic. Elected student representatives now meet with the Program Chair shortly after their election for a review of their responsibilities and the importance of their participation on the committee. Multi-disciplinary use of clinical sites resulted in inability of A.D.N. students having access to essential areas (such as maternal-child and peri-operative units) at times. The Program Chair met with other disciplines and clinical site use was realigned so that the nursing students had priority in the areas. A committee of A.D.N. and LVN faculty meets to coordinate use of clinical space. In reviewing the increasing complexity of the levels, a recommendation to track the complexity of test questions by mapping them to Bloom s taxonomy was implemented. The currency of the A.D.N. Website was a concern. The job of maintaining currency of content and links was assigned to the A.D.N. Secretary. When reviewing curriculum integration of functional health patterns and threads, the need for more orderly process of thread review was evident. Implemented a process of thread review when the functional health patterns are reviewed. The publication of DECs necessitated a revision of learning outcomes and some clinical paperwork. A task force was appointed to review the curriculum and forms and to make 112

recommendations concerning the necessary changes. Only a few changes were necessary. One example was a revision of the weekly evaluation form to match the new groupings of outcomes. Medication Administration testing has been standardized and revised based on input from clinical agencies, student evaluations, and faculty networking. Criterion 6.3: Evaluation findings are shared with communities of interest. The A.D.N. Director submits an annual report to the Board of Nursing which addresses faculty qualifications, faculty-student ratios, faculty workload and turnover, measures of student success such as NCLEX-RN pass rates, and student retention. This report is preceded by scrutiny of the program for significant curriculum changes, mobility options, articulation agreements, problems encountered during the year, and innovative strategies employed. Faculty in each course review s and summarizes findings of student evaluations and faculty assessment of each course at least annually. The coordinator reports to the Curriculum Committee and seeks approval of recommended changes to the course for the following semester. Records of each level are maintained in individual course books, which include minutes of meetings of the course faculty as well as the aggregate scores of student evaluations for each semester. The Curriculum Committee minutes reflect decisions made based on faculty requests and input. Each year at the Advisory Committee meeting the Program Director and Program Chair share information about the program, recent curriculum changes, the current student enrollment, the most recent NCLEX-RN pass rate, and information about anticipated actions from the Board of Nursing concerning nursing education. The agency representatives are encouraged to share concerns or needs at that time to help in planning or revising the curriculum for future classes. 113

During the annual visits with the management and selected staff of each agency, the Program Chair shares information about the program. Recent changes in curriculum, applicant and class numbers, as well as pass rates are frequently included in these overviews. In addition, the agencies share plans about upcoming changes and/or accreditations in their agency. Criterion 6.4: Graduates demonstrate achievement of competencies appropriate to role preparation. Competencies appropriate to role preparation are measured by NCLEX-RN pass rates and employer satisfaction based on a survey sent by the program 6 months after student graduation. The first time pass rates are consistently 85% or better and the number of students who successfully pass the NCLEX-RN within two attempts has consistently been between 96 and 100% since the Fall of 2007. Employer surveys show that from Fall 2007 through Fall 2009 employers viewed graduates as average or better in their overall entry-level job competencies. The Spring 2010 employer survey showed a drop to 84.6% of the employers rating graduate overall entry-level job competencies as average or better. Despite the fact that return rates on employer surveys are low, the concerns are still taken seriously and addressed with the faculty. The lower performance areas were job accountability and responsibility for quality and formulation of teaching plans for promotion, maintenance, and restoration of health. This topic was discussed at the Spring 2012 agency meetings. The agencies felt that no significant intervention was needed at this time. Despite the recent decline in employer assessment of graduates, the data suggests that an overwhelming majority of graduates demonstrate achievement of competencies appropriate to their roles. 114

Criterion 6.5: The program demonstrates evidence of achievement in meeting the following program outcomes: Performance on licensure exam Program completion Program satisfaction Job placement Criterion 6.5.1: The licensure exam pass rates will be at or above the national mean. The majority of the NCLEX-RN pass rates for first time takers for the last 5 years have been over the 85% goal. The pass rates were down in 2008, partially attributable to the change in the NCLEX-RN test plan. Because of the decline in scores, the faculty instituted aggressive measures that included tutoring students who demonstrated deficits early in the semester and dissemination of information to all students about how to best prepare for the exam. All students are now advised to take an NCLEX-RN preparation course before sitting for the exam. Also, before the last NCLEX-RN test plan revision, students were required to participate in a lab exercise that included critical thinking tutoring. The pass rate improved after the interventions and has stayed over 90% except for a small dip in the October 2009 to March 2010. Generally speaking, the scores for the program have also exceeded the national mean for other associate degree programs. The times which fell below the national average were also those times that fell below the program goal of 85% and so the discrepancy was addressed with the interventions to improve the pass rate. Table 21 NCLEX-RN Pass Rates- First Time Takers 2005 2006 2007 2008 2009 2010 2011 2012 Oct-Mar National mean Apr- Sept National mean 86% 85.3 86% 87.5 86% 87.5 88% 88.0 95% 88.0 76% 84.8 70% 84.8 97% 86.2 90% 86.2 98% 87.6 84% 87.6 91% 86.4 92% 86.4 95% 88% 84% 89% pending 115

Criterion 6.5.2: Expected levels of achievement for program completion are determined by the faculty and reflect program demographics, academic progression, and program history. The goal for program completion is that 85% of the students will complete the program within 3 years (6 semesters) of matriculation to Level I. Completion rates have fallen below that goal several times in the past 5 years primarily because of theory and clinical failures. Faculty determined that study habits and students inexperience with critical thinking contributed to both failures in both courses. For theory issues, tutoring and issuing of academic progress reports are two strategies instituted to try to improve this rate. The academic progress report notifies the student that they did not pass an exam and makes recommendations on how to improve the outcomes on future exams. The reports are reviewed with the student and the student is encouraged to formulate a plan, which reflects a revised approach to exam preparation. In addition, faculty has added critical thinking exercises and case studies to the theory time to help pattern the thinking process for students. For clinical issues, students are given weekly feedback. When clinical performance shows consistent problems, recommendations for additional skills work in the learning lab to help increase student confidence and decrease performance anxiety. In addition mentors are provided during the clinical experience to role model and to prompt the student to seek essential information before making care decisions. Faculty also noted that the online students (those beginning in the summer semesters) tended to be more successful in completion than the in-class students. The exact reasons for this difference are not clear but may be related to the fact that the in-class students are not LVNs and some withdraw because they have not fully understood what nursing entails. The completion rates reflect that these students do not complete even though they did not fail. 116

Table 22 Program Completion Rates Beginning semester FA 07 SP 08 SS 08 FA 08 SP 09 SS 09 FA 09 SP 10* SS 10* Completion in 6 86% 74% 77% 85% 65% 89% 84% 82% 88% semesters *preliminary results since six semesters have not passed. Criterion 6.5.3: Program satisfaction measures (qualitative and quantitative) address graduates and their employers. The Associate Degree Nursing Program surveys graduates 6 months after graduation. Survey results are reviewed and return rates are improving, but still are at less than 40% for students. Employer survey returns are about half that of the student rate. The overall results, based on this limited sampling, indicate both employer and student satisfaction with the program. (#response/ #students) Employer rating Overall competence (#responses /#students) Student rating Overall competence Table 23 Spring 2007 (13/57) 1VG;7G; 5A 100% (20/57) 7VG;8G: 5A 100% Fall 2007 (10/44) 3VG; 7G 100% (14/44) 2VG;5G; 7A 100% Student/Employer Satisfaction Spring Fall 2008 Spring Fall 2009 2008 2009 (8/60) (1/26) (10/65) (12/35) 4VG;1G,3A 100% (20/60) 2VG;13 G; 5A 100% 1G 100% (6/26) 1VG;4G 1A 100% 5VG;5G 100% (28/65) 8VG;14G 6A 100% 6VG;6G 100% (19/35) 4VG;11G 4A 100% Spring 2010 (13/65) 6VG; 2G;3A; 1P; 1VP 84.6% (26/65) 6VG; 14G; 4A 100% In addition to this formal survey process, faculty interacts with employers during clinical times. Feedback from the nurse managers as well as administration indicates general satisfaction with graduates. This satisfaction is also reflected in comments received at the annual Advisory Meeting. 117

Criterion 6.5.4: Job placement rates are addressed through quantified measures that reflect program demographics and history. Students have indicated that they are able to find employment in nursing when they want to work. Of those who returned surveys in the last 4 years, all except three students were working in nursing or pursuing education. Of those three, two were not working by choice and the third was employed outside of nursing. There was no elaboration about why that one student was not employed in nursing. Table 24 Employed in nursing Higher education Not working by choice Employed outside of nursing Spring 2007 (20/57) Job Placement Rates Fall Spring Fall 2007 2008 2008 (14/44) (21/60) (6/26) Spring 2009 (28/65) Fall 2009 (19/35) Spring 2010 (26/65) 20 14 19 6 27 17 25 1 1 2 1 1 1 The small number of graduate and employer surveys that have been received has actually improved over the last few years because of interventions by faculty. During the last semester of the program faculty and the Program Chair speak to the students about the importance of the survey data and encourage them to return them when they are mailed in 6 months. Each student is also asked to sign permission for the program to ask employers about their work after they leave the program. Previously, these permission forms were a part of the survey packet sent to students and the program was limited by the number of permits returned with the surveys. Now, the program has permission to survey employers without having to wait for the students to respond to their survey letters. 118

Criterion 6.6: The systematic plan for evaluation encompasses students enrolled in distance education and includes evidence that student learning and program outcomes are comparable for all students. The online part of the A.D.N. program was developed to assist licensed vocational nurses to complete the program in a calendar year. The initial course in this track is designed especially for these transition students and incorporates content from both the first and second semesters for generic students to introduce concepts such as the role of the professional nurse, the nursing process, and legal/ethical elements of nursing as well as to broaden knowledge about the elements of the functional health patterns that are a part of the first year of the A.D.N. program. The content is reviewed regularly with the VC Licensed Vocational Nurse program to assure that expectations of initial student knowledge are in line with the content of that curriculum. This review minimizes unnecessary repetition, gives credit to students for prior knowledge, and allows the A.D.N. curriculum to highlight new content or expand student understanding of prior content. The didactic portion of this semester includes learning outcomes, unit objectives, handouts, and assignments that are accessible online. There is not a parallel offering of the same information to students in the classroom. Upon successful completion of this course, the students progress to the second year of the curriculum and have the option of either attending class or taking the class online. The didactic portions of the second year are offered in both online and in-class modes. The syllabi and learning packets are the same for each track and are distributed the first day of class, when all students are required to be at the Victoria campus. After this initial introduction, online students are not required to attend class. Instead, they receive the same material presented to the in-class students via a taped lecture which is uploaded for student use. Readings are from the required texts or from articles which are available to all students through 119

electronic resources accessed through the library website. Hence, the information given to the online students is the same, and in the same format as that received by those in class. Identical tests are given to all students in a classroom setting, either at the Victoria campus or at the Gonzales Center. The online experience is analyzed based on course evaluations completed by each student at the end of the semester. In fall of 2010 no online course was offered. Instead, the students were taught simultaneously via interactive television (ITV). Because students and faculty on both ends of the interactive delivery system had a negative experience related to interruption of class due to technical difficulties with ITV, the online course was reinstituted in Spring 2011. The cohorts were not separated in the course evaluations in this semester so separate data was not available. When the error was discovered, the cohorts were once again separated in order to identify and analyze differences in the delivery mechanisms. In analyzing the data, the mean rating for the questions are often somewhat lower for the online cohort. Interpreting the differences based just on the mean, however, is not adequate since the number of online students is frequently 10 or less and the in-class students often number between 50 and 60. The effect of one student is much stronger with the online cohort. Therefore, the faculty looks at the number of students rating the item as less than average. No significant issues emerged from the Fall 2009 data when taking this approach. Spring 2010 and Spring 2011 data did not separate the cohorts. Another method at looking at the learning outcomes of the students is to analyze the NCLEX pass rates of the online students compared to the in-class students. The pass rates of the students who participated in one or more online nursing courses indicate that these students have roughly the same first time pass rate as the in-class students. Table 25 Online Compared to In-class Pass Rates Graduation Date Spring 2009 Spring 2010 Spring 2011 In-class students 97% 87% 95% Online students (Transition semester) 95% (Summer 2008) 92% (Summer 2009) 92% (Summer 2010) 120

Data and student feedback indicate that the online experience is not detrimental to learning. Some online students elect to take the second year as in-class students, but those who remain online have similar outcomes to the other students. 121

Section 3: APPENDICES 122

Appendix 1 ORGANIZATIONAL CHART 123

124

Appendix 2 A.D.N. Budget 125

Organization Budget Status Report Fund Victoria Unrestricted 1101 Period Ending Aug 31, 2012 Organization Associate Degree Nursing 6403 As of Jun 01, 2012 Fund Org. Acct Account Title Program Fiscal Year Total Budget YTD Actual 1101 6403 6004 Faculty-Full-Time Instruction 1165 2012 745622 546445.6 1101 6403 6008 Faculty-Part-Time Instruction 1165 2012 0 7017.52 1101 6403 6016 Faculty-Overloads 1165 2012 13000 0 1101 6403 6020 Faculty-Summer 1165 2012 14200 0 1101 6403 6024 Faculty-Substitute Pay 1165 2012 0 5398.75 1101 6403 6102 Professional-Full Time 1165 2012 39698 29965.05 1101 6403 6106 Professional-Part-Time 1165 2012 0 3937.5 1101 6403 6202 Non-Exempt Staff-Full Time 1165 2012 23929 13219.83 1101 6403 6402 Supplemental Salaries & Wages 1165 2012 0 21.85 1101 6403 6904 VC-Social Security Match 1165 2012 23972.59 35945.81 1101 6403 6908 VC-Medicare Match 1165 2012 5606.54 8406.72 1101 6403 6912 VC-Health Insurance-Active Staff 1165 2012 87.05 115.27 1101 6403 6939 VC-New EE Match 1165 2012 1495.28 1555.91 1101 6403 6964 VC-VC Pays 1165 2012 2357.85 3620.37 1101 6403 6972 Health Insurance-State Portion 1165 2012 43255.58 68362.92 1101 6403 6976 TRS-State Portion 1165 2012 15220.14 23909.79 1101 6403 6980 ORP Contribution-State Portion 1165 2012 6543.78 9913.46 1101 6403 7008 Technology Services Allocation 1165 2012 3780 3780 1101 6403 7012 Copier Rental Allocation 1165 2012 1028 1028.04 1101 6403 7052 Central Stores 1165 2012 2000 1327.44 1101 6403 7056 Media Services - Internal Sources 1165 2012 5000 8556.8 1101 6403 7060 Postage - Internal Sources 1165 2012 250 536.1 1101 6403 7102 Contract Services 1165 2012 9050 2000 1101 6403 7110 Equipment Service 1165 2012 100 0 1101 6403 7122 Repairs & Maintenance 1165 2012 0 401.69 1101 6403 7188 Public Relations 1165 2012 0 1482.5 1101 6403 7214 Supplies 1165 2012 4000 2826.5 1101 6403 7222 Conference Fees 1165 2012 250 180 1101 6403 7252 Travel 1165 2012 2000 2774.68 1101 6403 7380 Honoraria 1165 2012 400 193.74 1101 6403 7384 Institutional Memberships 1165 2012 16000 4150 1101 6403 7396 Postage & Shipping - External 1165 2012 50 0 1101 6403 7400 Printing - External Sources 1165 2012 800 1054 1101 6403 7412 Reference Materials 1165 2012 200 139.75 1101 6403 7432 Telephone 1165 2012 50 79.89 1101 6403 7436 Testing Expenditures 1165 2012 50230 44121 1101 6403 7452 A.D.N. Graduation 1165 2012 0 1170 126

Appendix 3 Faculty Credentials 127

Faculty Name FT/PT DATE OF APPT. Rank Bachelor Degree Institution granting degree Graduate Degree Institution granting degree Area of clinical expertise Academic Teaching (T) and Other (O) Areas of Responsibility License Exp. Stacy Barth FT Aug- 95 Professor BSN University Of Texas Arlington MSN Incarnate Word College Med/Surg OB Community Med/Surg OB Peds 6/31/12 Heather Carey FT Aug- 11 Assistant Professor BSN UTMB Galveston MSN UTMB Galveston Education Med/Surg Peds OB 3/31/13 Faith Darilek FT Aug- 02 Professor BSN University of Mary Hardin Baylor MSN TAMUCC Med/Surg Cardiac, Renal Oncology Med/Surg Peds OB 2/28/2013 JoAnn Ferguson Darla Guajardo FT FT Aug- 02 Aug- 03 Associate Prof Associate Prof BS Texas MSN University Med/Surg Med/Surg 7/31/2013 Women s of Phoenix University BSN Texas Tech MSN Walden OB Med/Surg CPR Chair 1/31/2013 University Med/Surg Alison Hewig FT Aug- 96 Professor BSN UT Austin MSN University of Phoenix Med/Surg Med/Surg Program Chair 6/31/13 Janet Ley FT Aug- 11 Assistant Prof BSN UHV MSN UHV Cardiac Med/Surg 7/31/2012 128

Faculty Name FT/PT DATE OF APPT. Rank Bachelor Degree Institution granting degree Graduate Degree Institution granting degree Area of clinical expertise Academic Teaching (T) and Other (O) Areas of Responsibility License Exp. Debbie Pena FT Aug- 06 Associate Prof BSN BAAS TAMUCC UHV MSN TAMUCC Leadership Med/Surg HPRS 2200 11/1/2013 Konnie Prince Jo Anne Settles Michelle Ulbrich Nadine Van Beveren FT FT FT FT Jan- 04 Aug- 95 Jan- 06 Aug- 05 Associate Prof BSN University of Iowa MA (psych nursing) University of Iowa Professor BSN TWU MSN UTHSC SA Associate Prof Associate Prof BSN TAMUCC MSN University of New Mexico Psych Cardiac Community Health Perioperative Ophthalmology Cardiac Med/Surg Med/Surg Peds Psych Level 3 Coordinator Med/Surg Level 1 Coordinator Med/Surg Peds OB Level 2 Coordinator 8/31/2012 10/31/2012 1/31/2013 BSN TWU MSN University OB Med/Surg Curriculum 6/30/2012 of Phoenix Pedi Peds Chair Dialysis OB Pat Zatopek FT Jan- 01 Associate Prof BSN TAMU MSN University Med/Surg Med/Surg HPRS 2200 1/31/2013 of Phoenix Rehab Cardiac Ortho 129

Appendix 4 Course and Clinical Evaluations 130

The Victoria College Associate Degree Nursing Program STUDENT EVALUATION OF CLINICAL CONTENT Course Semester Thoughtful student reaction can help improve nursing course content. This questionnaire is designed for that purpose. Your assistance is appreciated. Please do not sign your name. A B C D E Strongly Agree Agree Neutral Disagree Strongly Disagree 1. The requirements for the course were clearly defined. 2. The clinical course objectives were easily understood. 3. The clinical rotation objectives were easily understood. 4. The clinical performance requirements were clearly defined. 5. The clinical area facilitated student s ability to meet the clinical objectives. 6. Overall the staff in the clinical area was helpful and friendly. 7. Clinical experiences supported / reinforced theory content and were relevant to learning. 8. Simulation experiences supported / reinforced theory content and were relevant to learning. 9. The clinical facility pre / post conference space is available, comfortable, quiet and well-lit to meet the needs of students. 10. Faculty member s knowledge base and clinical experienced facilitated your learning in this course. 11. Supplemental computer assisted instruction programs are available and adequate. 12. Technology assistance is available and adequate. 13. AV resources are available and adequate. COMMENTS: (Please be specific regarding the COURSE, not individual instructors) What did you like most about this course? What did you like least about this course? 131

The Victoria College Associate Degree Nursing Program STUDENT EVALUATION OF THEORY COURSE CONTENT Course Semester Thoughtful student reaction can help improve nursing course content. This questionnaire is designed for that purpose. Your assistance is appreciated. Please do not sign your name. A B C D E Strongly Agree Agree Neutral Disagree Strongly Disagree 1. The requirements for the course were clearly defined. 2. The course objectives were easily understood. 3. The unit objectives were easily understood. 4. The unit objectives were met in theory. 5. The content covered was relevant to stated unit objectives. 6. Test questions related to unit objectives. 7. Independent study provided worthwhile learning experiences. (i.e., audio-visual aids, supplemental readings, computer assisted programs, etc.). 8. The grading system was weighted appropriately. 9. The textbook was easy to read and comprehend. 10. The textbook facilitated achievement of course / unit objectives. 11. The classroom learning experiences in this course are facilitating student s progression in the nursing program. 12. Classroom space is available, comfortable, accessible, quiet, and well lit to meet learning needs of students. 13. Learning lab space is available, comfortable, accessible, quiet, and well lit to meet learning needs of students. 14. Library resources are available and adequate. 15. Bookstore services are available and adequate. 16. Computer resources are available and adequate. 17. Supplemental computer assisted instruction programs are available and adequate. 18. Technology assistance is available and adequate. 19. AV resources are available and adequate. 20. Clinical laboratory experiences supported / reinforced classroom teaching and were relevant to course content. 21. Faculty members knowledge base and clinical experience facilitated your learning in this course. COMMENTS: (Please be specific regarding the COURSE, not individual instructors) What did you like most about this course? What did you like least about this course? 132

Appendix 5 Syllabus Acknowledgement 133

THE VICTORIA COLLEGE ASSOCIATE DEGREE NURSING PROGRAM Level 3 Name Last, first, middle name. I have read the RNSG 2514 and RNSG 2462 Syllabi for Fall 2011, the Victoria College Student Handbook, and the Victoria College Associate Degree Nursing Program Student Handbook. I agree to abide by all policies of The Victoria College, The Victoria College Associate Degree Nursing Program, and the additional policies found in the Syllabi and learning packets. Deviation from the syllabus and learning packet may become necessary for cause. Identification of cause is the prerogative of the program faculty. Students will be advised of any deviation in a timely manner to minimize any adverse effects on the learning process. Signature 134

Appendix 6 A.D.N. Applicant Data Form 135

ADN APPLICANT DATA FORM NAME: GENERIC: Fall 2012 Address: City/State/Zip: Cell Number: Home Number: Other Number: Qualified Not Qualifed: LVN BRIDGE: MINIMUM ADMISSION CRITERIA - GPA ON DEGREE PLAN Course Grade * Hrs ** GP s Application * CHEM 1405 4 0 ACT * BIOL 2401 4 0 SAT * PSYC 2301 3 0 TSI complete * HITT 1211 2 0 CBC Cleared BIOL 2402 4 0 Immunization record PSYC 2314 3 0 License copy PHE 1101 1 0 I year work PHE 1101 OR PHED 1166 1 0 BIOL 2420 4 0 Overall GPA of 2.0 ENGL 1301 3 0 * Credit Hours Attempted 0 SOCI 1301 3 0 ** Grade Points Earned 0 ENGL 1302 3 0 Program of Study (POS) GPA #DIV/0! HPRS 2200 2 0 *** Points for Total Hours Completed 0 Add 0.100 points per ea. Science taken 0 at VC A=4, B=3, C=2, D=1 TOTAL SCORE #DIV/0! *** 29 37 (4 pts.) 20 28 (3 pts.) 11 19 (2 pts.) 7 10 (1 pt.) 136

Appendix 7 Letters to Applicants (Acceptance, Alternate, Non Qualified) 137

October 7, 2011 Dear, CONGRATULATIONS on your preliminary acceptance into the Victoria College Associate Degree Nursing Program for Spring 2012. Please read this information carefully and call the ADN Office at (361) 572-6435 if you have any questions. The following are requirements that you should address immediately. Documentation indicating you have met the first five requirements must be in the ADN Office by the stated date or you will forfeit your slot. 1. Complete both sides of your yellow Intention Response Form and return by 4:30 p.m. November 4, 2011. You cannot call the ADN Office to accept or decline program admission. If we have not received your Intention Response form in the ADN office by November 4, 2011 your slot will be given to another qualified applicant. 2. If you were not enrolled in Victoria College Fall 2011, you must go to http://www.victoriacollege.edu/enrollnow and apply for admission before November 15, 2011. 3. Submit the completed Pre-Entrance Medical Examination form to the ADN Program Secretary by November 4, 2011. The Pre-Entrance Medical Examination form must be signed and dated by the healthcare provider. (green form) 4. Submit the completed Record of Immunization form to the ADN Program secretary by November 4, 2011. The Record of Immunization form must be completed, signed, and dated by the healthcare provider. (blue form) 5. Submit a Health Care Provider CPR card (American Heart Association is required) that will not expire before your graduation in December, 2013 to the ADN office by November 4, 2011. 6. Complete the Financial Aid application and the Victoria College Scholarship application online at http://www.victoriacollege.edu/howtoapplyforfinancialaid. 138

REGISTRATION You will be registered by the ADN secretary based on the information you complete on the back of the yellow Intention Response Form. If you have not yet completed HPRS 2200, BIOL 2402, or PSYC 2314 with a C or better you MUST submit these courses on your yellow form. If you do not submit them at this time the courses may be filled by regular registration and you may not be allowed into the program this semester. If you have taken these courses at another school, please submit an official transcript with a grade of C or better recorded. NAME TAGS AND UNIFORMS Photo identification badges and uniforms will be used during the program. Arrangements to obtain the badges will be explained to you in orientation. Enclosed in this packet is information about the badge and uniform requirements. STUDENT ORGANIZATION Enclosed in this packet is a letter telling you about the local, Texas, and National Student Nurses' Organizations. We strongly encourage membership in this organization. Preparing for the professional role includes becoming active in one's professional organization. A good place to begin this socialization process is as a student. PROGRAM ORIENTATION There will be an information session for new students and their families on Wednesday, January 11 th, 2011 at 6:00 p.m. in the Health Science Center Room 130. Please plan on attending this information session to decrease your stress and assist you in successfully completing the ADN Program. Childcare will be provided by Student Nursing Association Members. A mandatory new student orientation will be held Thursday, January 12 th, 2012 from 8:30 a.m. 4:30 p.m., in the Health Science Center Room 130. The nursing course syllabi and the Nursing Programs Student Handbook will be distributed at Orientation. Prior to the Orientation session on January 12 th, 2012 you must complete the Federal requirements for safety and privacy review. Go to The Victoria College website http://www.victoriacollege.edu/alliedhealthclinicalorientationrequirements link and complete the review. Be sure to print out the test, complete it, and turn it in at Orientation. Again, we are looking forward to assisting you in accomplishing your educational goals. If at any time after you have returned the acceptance form, you are unable to enroll in the Associate Degree Nursing Program, please contact our office at (361) 572-6435 as soon as possible so vacancies can be filled with other qualified applicants. Sincerely, Alison Hewig, MSN, RN ADN Program Chair 139

YELLOW INTENTION RESPONSE FORM Please initial the statements that apply to you. I will enroll in the Associate Degree Nursing Program in the Spring 2012. I will not enroll in the Associate Degree Nursing Program in the Spring 2012. I wish to be considered for Fall 2012 admission in the Associate Degree Nursing Program. I wish to have my application placed in the inactive file until I contact your office in writing. If I have not contacted the ADN Office within one year, I understand that my file will be destroyed. I am no longer interested in the ADN Program and wish to have my file destroyed. * * * NOTICE * * * This form must be received in the Associate Degree Nursing Office, located in the Health Sciences Center, Suite 137H. I understand that my slot will be given to another qualified applicant if I do not return this form by the January 2, 2012 deadline. Please print your name Date Your Signature 140

(home # ) (work# ) October 7, 2011 Dear, (cell# ) (other # ) You have met the preliminary criteria for admission into the Victoria College Associate Degree Nursing Program. More qualified applicants who have completed more support courses in the nursing curriculum with a higher GPA on those courses have been accepted for Spring 2012. You are currently a qualified alternate for SPRING 2012. Please return this form to the ADN office by October 28, 2011, so we will know if you wish to continue being considered for the program. Please read this information carefully and call the ADN Office at (361) 572-6435 if you have any questions. Sincerely, Alison Hewig, MSN, RN Please initial the statement that applies to you: I wish to continue being considered for the Associate Degree Nursing Program for Spring 2012 and Fall 2012. I am not interested in the Associate Degree Nursing Program at this time and wish to have my file placed in the inactive file until I contact your office in writing. If I have not contacted the ADN Office within one year I understand that my file will be destroyed. I am no longer interested in the Associate Degree Nursing Program and wish to have file destroyed. * * * NOTICE * * * This form must be received in the Associate Degree Nursing Office, located in the Health Sciences Center Suite 137H by October 28, 2011 or your folder will be placed in the inactive file. Your Signature Date Please print your name 141

October 7, 2011 Dear, Our records indicate that you do not qualify for admission to the Victoria College Associate Degree Nursing Program. The review of your file on September 1, 2011 indicated you still need to meet the following admission requirements: TSI/ THEA / TASP scores do not indicate passing scores or no scores are in your student file. Overall GPA does not reflect a 2.00. ACT or SAT scores do not meet minimum score required or no scores are in your student file. (See Victoria College Catalogue.) Student file does not have current official transcript(s). Texas Board of Nursing clear Criminal Background Check postcard or letter is not on file. The circled pre-requisite courses have not been completed with a grade of C or better as of September 1 st, 2011 deadline. CHEM 1406 BIOL 2401 PSYC 2301 HITT 1211 (or higher level Computer Science course) Please return the enclosed form to the ADN office by October 28, 2011 so we can continue to assist you in meeting your educational goals. If you wish to be considered for admission in Fall 2012, please have ALL admission criteria documentation in your file by June 1, 2012. Sincerely, Alison Hewig, MSN, RN ADN Chair 142

Please initial the statement that applies to you. I wish to be considered for admission in Fall 2012 Associate Degree Nursing Program with the understanding that I must meet admission requirements by June 1, 2012. I am not interested in the Associate Degree Nursing Program at this time and wish to have my file placed in the inactive file until I contact your office in writing. If I have not contacted the ADN office within one year, I understand my file will be destroyed. I wish to have my file destroyed. * * * NOTICE * * * This form must be received in the Associate Degree Nursing Office, located in the Health Sciences Center Suite 137H by October 28, 2011 or your folder will be placed in the inactive file. Your Signature Date Please print your name 143

APPENDIX 8 Weekly Clinical Evaluation 144

VICTORIA COLLEGE ASSOCIATE DEGREE NURSING PROGRAM CLINICAL EVALUATION WEEKLY / FINAL STUDENT: DATES OF CARE: INSTRUCTOR: COURSE: PT s MED DX: ETHNIC: AGE: M / F PT s MED DX: ETHNIC: AGE: M / F PROVIDER OF PATIENT CENTERED CARE I II III IV 1. Apply the nursing process appropriately. A A S I 2. Develop and implement appropriate teaching plans. A A S I 3. Provide care sensitive to each patient s cultural/ethnic A S S I characteristics. 4. Document all relevant information in a clear, concise and timely A S I I manner. 5. Implement measures to promote optimal wellness. A S S I 6. Deliver cost effective care. P A S I PATIENT SAFETY ADVOCATE ** All items in this section are starred * *Items must be met at the defined level of competency every clinical day.** *1. Provide safe, compassionate, comprehensive, effective, A S I I individualized nursing care. *2. Perform skills, treatments, and medication administration safely. A S S I *3. Follow policies of the health care agency, ADN Program and Victoria College, functioning within the BON legal scope of practice and the Texas Nurse Practice Act. MEMBER OF THE HEALTH CARE TEAM I I I I 1. Utilize facilitative communication techniques. A S I I 2. Develop appropriate discharge plans. A A S I 3. Collaborate with appropriate health care providers to see that patient s health needs are met. MEMBER OF THE PROFESSION P A S I 1. Assume accountability for the nursing care given. S S I I 2. Act as a patient advocate. A A S I I = Independent S = Supervised A = Assisted P = Provisional D = Dependent 11/2011 145

Appendix 9 Student Services 146

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Appendix 10 Leveled Outcomes 149

LEVEL I LEVEL II LEVEL III LEVEL IV I. Member of the I. Member of the I. Member of the I. Member of the profession: profession: profession: profession: A. Begin, with A. Function, with A. Function, with A. Function within the assistance, to function assistance, within the minimal assistance, nurse s legal scope of within the nurse s legal nurse s legal scope of within the nurse s legal practice scope of practice practice and in scope of practice and in accordance with and in accordance with accordance with the and in accordance with the policies and the policies and policies and procedures of the policies and procedures of procedures of the employing health care procedures of the employing health the employing health institution or practice the employing health care institution or care institution or setting. care institution or practice practice setting. practice setting. setting. B. Accept responsibility and accountability for the quality of nursing care provided to patients and their families. B. Demonstrate responsibility and accountability for the quality of nursing care provided to patients and their families. B. Demonstrate responsibility and accountability for the quality of nursing care provided to patients and their families. B. Assume responsibility and accountability for the quality of nursing care provided to patients and their families. C. Seek opportunities for personal growth that will improve clinical performance. C. Demonstrate behaviors that promote the development and practice of nursing. C. Participate, with assistance, in activities that promote the development and practice of nursing. C. Participate in activities that promote the development and practice of professional nursing. D. Begin to demonstrate, with assistance, responsibility for continued competence in nursing practice, and develop insight through reflection, selfanalysis, self-care, and lifelong learning. D. Demonstrate, with assistance, responsibility for continued competence in nursing practice, and develop insight through reflection, selfanalysis, self-care, and lifelong learning. D. Demonstrate, with minimal assistance, responsibility for continued competence in nursing practice, and develop insight through reflection, selfanalysis, self-care, and lifelong learning. D. Demonstrate responsibility for continued competence in nursing practice, and develop insight through reflection, selfanalysis, self-care, and lifelong learning. II. Provider of Patient- Centered Care: A. Begin to identify and cluster data to use for clinical reasoning and knowledge based on the diploma or associate degree nursing program of study and evidencebased practice outcomes as a basis for decision II. Provider of Patient- Centered Care: A. Use, with assistance, clinical reasoning and knowledge based on the diploma or associate degree nursing program of study and evidence-based practice outcomes as a basis for decision making in nursing practice. II. Provider of Patient- Centered Care: A. Use, with minimal assistance, clinical reasoning and knowledge based on the diploma or associate degree nursing program of study and evidencebased practice outcomes as a basis for decision II. Provider of Patient- Centered Care: A. Use clinical reasoning and knowledge based on the diploma or associate degree nursing program of study and evidencebased practice outcomes as a basis for decision making in nursing 150

making in nursing practice. making in nursing practice. practice. B. Begin, with assistance, to determine the physical and mental health status, needs, and preferences of culturally, ethnically, and socially diverse patients and their families based upon interpretation of comprehensive health assessment findings compared with evidence-based health data derived from the diploma or associate degree nursing program of study B. Determine, with assistance, the physical and mental health status, needs, and preferences of culturally, ethnically, and socially diverse patients and their families based upon interpretation of comprehensive health assessment findings compared with evidence-based health data derived from the diploma or associate degree nursing program of study B. Determine, with minimal assistance, the physical and mental health status, needs, and preferences of culturally, ethnically, and socially diverse patients and their families based upon interpretation of comprehensive health assessment findings compared with evidence-based health data derived from the diploma or associate degree nursing program of study B. Determine the physical and mental health status, needs, and preferences of culturally, ethnically, and socially diverse patients and their families based upon interpretation of comprehensive health assessment findings compared with evidence-based health data derived from the diploma or associate degree nursing program of study. C. Begin, with assistance, to analyze assessment data to identify problems, formulate goals/ outcomes, and develop plans of care for patients and their families using information from evidence-based practice in collaboration with patients, their families, and the interdisciplinary health care team. C. Analyze with assistance, assessment data to identify problems, formulate goals/ outcomes, and develop plans of care for patients and their families using information from evidence-based practice in collaboration with patients, their families, and the interdisciplinary care team. health C. Analyze, with minimal assistance, assessment data to identify problems, formulate goals/ outcomes, and develop plans of care for patients and their families using information from evidence-based practice in collaboration with patients, their families, and the interdisciplinary health care team. C. Analyze assessment data to identify problems, formulate goals/ outcomes, and develop plans of care for patients and their families using information from evidence-based practice in collaboration with patients, their families, and the interdisciplinary health care team. D. Begin, with assistance, to provide safe, compassionate, comprehensive nursing care to patients and their families through a broad array of health care services. D. Provide, with assistance safe, compassionate, comprehensive nursing care to patients and their families through a broad array of health care services. D. Provide, with minimal assistance, safe, compassionate, comprehensive nursing care to patients and their families through a broad array of health care services. D. Provide safe, compassionate, comprehensive nursing care to patients and their families through a broad array of health care services. 151

E. Begin, with assistance, to implement the plan of care for patients and their families within legal, ethical, and regulatory parameters and in consideration of disease prevention, wellness, and promotion of healthy lifestyles. E. Implement,with assistance the plan of care for patients and their families within legal, ethical, and regulatory parameters and in consideration of disease prevention, wellness, and promotion of healthy lifestyles. E. Implement, with minimal assistance, the plan of care for patients and their families within legal, ethical, and regulatory parameters and in consideration of disease prevention, wellness, and promotion of healthy lifestyles. E. Implement the plan of care for patients and their families within legal, ethical, and regulatory parameters and in consideration of disease prevention, wellness, promotion of healthy lifestyles. and F. Begin, with assistance, to evaluate and report patient outcomes and responses to therapeutic interventions in comparison to benchmarks from evidence-based practice, and plan follow-up nursing care. F. Evaluate, with assistance, and report patient outcomes and responses to therapeutic interventions in comparison to benchmarks from evidence-based practice, and plan follow-up nursing care. F. Evaluate, with minimal assistance, and report patient outcomes and responses to therapeutic interventions in comparison to benchmarks from evidence-based practice, and plan follow-up nursing care. F. Evaluate and report patient outcomes and responses to therapeutic interventions in comparison to benchmarks from evidence-based practice, and plan follow-up nursing care. G. Begin, with assistance, to develop, implement, and evaluate teaching plans for patients and their families to address health promotion, maintenance, and restoration. G. Develop, implement, and evaluate teaching plans, with assistance, for patients and their families to address health promotion, maintenance, and restoration. G. Develop, implement, and evaluate teaching plans, with minimal assistance, for patients and their families to address health promotion, maintenance, and restoration. G. Develop, implement, and evaluate teaching plans for patients and their families to address health promotion, maintenance, and restoration. H. Begin, with assistance, to coordinate human, information, and materiel resources in providing care for patients and their families. H. Coordinate,with assistance,human, information, and materiel resources in providing care for patients and their families. H. Coordinate, with minimal assistance, human, information, and materiel resources in providing care for patients and their families. H. Coordinate human, information, and materiel resources in providing care for patients and their families. 152

III. Patient Safety Advocate: A. Demonstrate knowledge of the Texas Nursing Practice Act and the Texas Board of Nursing Rules that emphasize safety, as well as all federal, state, and local government and accreditation organization safety requirements and standards. III. Patient Safety Advocate: A. Demonstrate knowledge of the Texas Nursing Practice Act and the Texas Board of Nursing Rules that emphasize safety, as well as all federal, state, and local government and accreditation organization safety requirements and standards. III. Patient Safety Advocate: A. Demonstrate knowledge of the Texas Nursing Practice Act and the Texas Board of Nursing Rules that emphasize safety, as well as all federal, state, and local government and accreditation organization safety requirements and standards. III. Patient Safety Advocate: A. Demonstrate knowledge of the Texas Nursing Practice Act and the Texas Board of Nursing Rules that emphasize safety, as well as all federal, state, and local government and accreditation organization safety requirements and standards. B. Begin, with assistance, to Implement measures to promote quality and a safe environment for patients, self, and others. B. Implement,with assistance,measures to promote quality and a safe environment for patients, self, and others. B. Implement, with minimal assistance, measures to promote quality and a safe environment for patients, self, and others. B. Implement measures to promote quality and a safe environment for patients, self, and others. C. Begin with assistance to Formulate, goals and outcomes using evidence based data to reduce patient risks. C. Formulate with assistance, goals and outcomes using evidence based data to reduce patient risks. C. Formulate, with minimal assistance, goals and outcomes using evidence based data to reduce patient risks. C. Formulate goals and outcomes using evidence based data to reduce patient risks. D. Obtain instruction, supervision, or training as needed when implementing nursing procedures or practices. D. Obtain instruction, supervision, or training as needed when implementing nursing procedures or practices. D. Obtain instruction, supervision, or training as needed when implementing nursing procedures or practices. D. Obtain instruction, supervision, or training as needed when implementing nursing procedures or practices. E. Comply with mandatory reporting requirements of the Texas Nursing Practice Act. E. Comply with mandatory reporting requirements of the Texas Nursing Practice Act. E. Comply with mandatory reporting requirements of the Texas Nursing Practice Act. E. Comply with mandatory reporting requirements of the Texas Nursing Practice Act. F. Accept assignments and identify delegatable tasks that take into consideration patient safety and organizational policy. F. Accept assignments and delegate, with assistance, tasks that take into consideration patient safety and organizational policy. F. Accept assignments and delegate, with minimal assistance tasks that take into consideration patient safety and organizational policy. F. Accept and make assignments and delegate tasks that take into consideration patient safety and organizational policy. 153

IV. Member of the Health Care Team: A. Begin, with assistance, to coordinate, collaborate, and communicate with patients, their families, and the interdisciplinary health care team to plan, deliver, and evaluate patient centered care. IV. Member of the Health Care Team: A. Coordinate, collaborate, and communicate, with assistance, with patients, their families, and the interdisciplinary health care team to plan, deliver, and evaluate patient centered care. IV. Member of the Health Care Team: A. Coordinate, collaborate, and communicate, with minimal assistance, with patients, their families, and the interdisciplinary health care team to plan, deliver, and evaluate patient centered care. IV. Member of the Health Care Team: A. Coordinate, collaborate, and communicate with patients, their families, and the interdisciplinary health care team to plan, deliver, and evaluate patient centered care. B. Identify, with assistance, situations that require the nurse to serve as a health care advocate in monitoring and promoting quality and access to health care for patients and their families. B. Serve, with assistance, as a health care advocate in monitoring and promoting quality and access to health care for patients and their families. B. Serve, with minimal assistance, as a health care advocate in monitoring and promoting quality and access to health care for patients and their families. B. Serve as a health care advocate in monitoring and promoting quality and access to health care for patients and their families. C. Begin, with assistance, to refer patients and their families to resources that facilitate continuity of care; health promotion, maintenance, and restoration; and ensure confidentiality. C. Refer, with assistance, patients and their families to resources that facilitate continuity of care; health promotion, maintenance, and restoration; and ensure confidentiality. C. Refer, with minimal assistance, patients and their families to resources that facilitate continuity of care; health promotion, maintenance, and restoration; and ensure confidentiality. C. Refer patients and their families to resources that facilitate continuity of care; health promotion, maintenance, and restoration; and ensure confidentiality. D. Begin, with assistance, to communicate and collaborate in a timely manner with members of the interdisciplinary health care team to promote and maintain optimal health status of patients and their families. D. Communicate and collaborate, with assistance, in a timely manner with members of the interdisciplinary health care team to promote and maintain optimal health status of patients and their families. D. Communicate and collaborate, with minimal assistance, in a timely manner with members of the interdisciplinary health care team to promote and maintain optimal health status of patients and their families. D. Communicate and collaborate in a timely manner with members of the interdisciplinary health care team to promote and maintain optimal health status of patients and their families. E. Begin, with assistance, to communicate and manage information using technology to support decision making to improve patient care. E. With assistance, communicate and manage information using technology to support decision making to improve patient care. E. With minimal assistance, communicate and manage information using technology to support decision making to improve patient care. E. Communicate and manage information using technology to support decision making to improve patient care. 154

F. Begin, with assistance, to assign and/ or delegate nursing care to other members of the health care team based upon an analysis of patient or unit need. G. Begin, with assistance, to supervise nursing care provided by others for whom the nurse is responsible by using evidence based nursing practice. F. Assign and/ or delegate, with assistance, nursing care to other members of the health care team based upon an analysis of patient or unit need. G. Supervise, with assistance, nursing care provided by others for whom the nurse is responsible by using evidence based nursing practice.. F. Assign and/ or delegate, with minimal assistance, nursing care to other members of the health care team based upon an analysis of patient or unit need. G. Supervise, with minimal assistance, nursing care provided by others for whom the nurse is responsible by using evidence based nursing practice. F. Assign and/ or delegate nursing care to other members of the health care team based upon an analysis of patient or unit need. G. Supervise nursing care provided by others for whom the nurse is responsible by using evidence based nursing practice. 155

Appendix 11 Test Plan 156

Victoria College ADN Program Bloom s Taxonomy Program Plan Fall 2011 Semester Summary Knowledge Comprehension Application Analysis Synthesis Evaluation Level 1 Theory 102 (27%) 155 (38%) 120 (29%) 32 (8%) 1 (0.2%) 0 Level 1 Skills 83 (32%) 104 (40%) 65 (25%) 8 (3%) 0 0 Level 1 Total 185 (28%) 259 (39%) 185 (28%) 40 (6%) 1(0.1%) 0 Level 2 Total 44 (9%) 350 (70%) 98 (20%) 8 (2%) 0 0 Level 3 Total 102 (20%) 184 (37%) 174 (35%) 3 9 (8%) 1 (0.2%) 0 Level 4 Total 38 (9%) 79 (19%) 97 (24%) 114 (28%) 38 (9%) 43 (11%) Program Total 369 (18%) 872 (42%) 554 (27%) 201 (10%) 40 (2%) 43 (2%) 157

Appendix 12 Academic Status Report 158

Associate Degree Nursing Program ACADEMIC STATUS REPORT Name Course Instructor Exam Grade Cumulative Grade Date Academic success is at risk. Academic status is unsatisfactory. FACULTY ACTION PLAN: STUDENT ACTION PLAN: I decline tutoring/remediation at this time. I accept that I need tutoring/remediation and will schedule time with the instructor and/or retention specialist. I understand this action plan. I also understand that failure to address these concerns may result in not obtaining my academic success. Student Signature: Instructor Signature: Date: Date: 159

Appendix 13 Systematic Plan of Evaluation 160

Victoria College ASSOCIATE DEGREE NURSING SYSTEMATIC PLAN OF EVALUATION Mission & Administrative Capacity Standard 1: The nursing education unit s mission reflects the governing organization s core values and is congruent with its strategic goals and objectives. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified outcomes. COMPONENT / INDICATOR PLAN IMPLEMENTATION OF PLAN REVIEW OF PLAN EXPECTED LEVEL FREQUENCY/ ASSESSMENT RESULTS OF DATA ACTIONS FOR FOLLOW-UP / OF ACHIEVEMENT DATE ASSESSED/ METHODS COLLECTION & ANALYSIS PROGRAM EVALUATION NAME OF (including actual level DEVELOPMENT, (if needed) ASSESOR of achievement) MAINTENANCE OR REVISION 1.1 The mission/philosophy and outcomes of the nursing education unit are congruent with those of the governing organization (old plan: 1a) There is 100% congruency between the mission/philosophy and outcomes of the Victoria College Associate Degree Nursing Program and the Victoria College Frequency: Every 2 years (even years) in September or upon revision of the college or the nursing program s mission/philosophy. Date Assessed: February 6, 2012 Assessor: Janet Ley Michelle Ulbrich Include but not limited to: ~Review VC mission statement & values with ADN program philosophy ~Review ADN program outcomes to ensure that they can be accomplished with the current VC mission statement & values & the ADN program philosophy. Actual Level of Achievement: There is 100% congruency between the mission / philosophy and outcomes of the Victoria College Associated Degree Nursing Program and the Victoria College. Results: ~The Victoria College mission statement & values were reviewed and compared with the ADN program philosophy. The mission statement of the Victoria College pledges to provide educational opportunities and services for the students and the community and the surrounding communities it services. ~The Victoria College will revise their mission statements and philosophy in February, so follow up evaluation should be planned for May 2012. May 2012 ~This standard will be reevaluated again in September with the New Evaluation schedule. The revisions that were made to the Victoria College mission statement in February were minor word changes. Michelle Ulbrich MSN, RN ~Evaluation Committee Chair Next Scheduled Review: September 2012 ~The ADN philosophy states that the ADN program is in accord with the mission, philosophy, purpose and values of the Victoria College. The purpose and philosophy of the ADN program reflects a commitment to the success of a culturally diverse population of ADN students and graduates of the nursing program as well as a commitment to meet the nursing care needs of the community and surrounding 161

communities. ~ADN Program outcomes reflect a 92% rate of success in the graduate nurses who receive passing NCLEX test scores. The community benefits from having graduate nurses that are well prepared to meet the nursing needs of the community. 1.2 The governing organization and nursing education unit ensure representation of students, faculty, and administrators in ongoing governance activities (old plan: 2a,b) 100% of the time there is representation of students, faculty, and administrators in ongoing governance activities at Victoria College and the Associate Degree Nursing Program Frequency: Annually in September Date Assessed: February 6, 2012 Assessor: Faith Darilek Michelle Ulbrich Include but not limited to: ~Review faculty committee assignments for campus-wide committees & ADN program committees ~Review representation on Faculty Senate ~Review of advisory council, studentfaculty liaison & curriculum committee minutes for student participation ~ Review student participation in Student Government Association ~Review student participation at program level Actual Level of Achievement: 100% of the time there is representation of students, faculty, and administrators in ongoing governance activities at Victoria College and the Associate Degree Nursing Program Results: ~Four ADN faculty members serve on faculty senate, two serving as officers. Senators participate in Luncheon with the President. ~Ten members (71%) of the nursing faculty are elected members of college committees (forum, special faculty, advisory and hearing, and administrative) ~100% of ADN full-time faculty are assigned to at least one department committee (faculty, curriculum, Selection & retention, studentfaculty Liaison, advisory council, faculty pinning, evaluation, clinical performance review, courtesy, peer review, and SNA) ~No actions needed ~No follow-up needed Next Scheduled Review: September 2012 ~SNA President participates in Student Government Association. Faculty members are requested to nominate students for Luncheon with the President each semester. ~All full time faculty members are members of the faculty committee. Part-time and adjunct instructors are encouraged to attend. 162

~Students participate in curriculum (level IV), student-faculty liaison Council (levels I-IV), advisory council, (level III & IV), and pinning committee (Level IV). ~Levels I-IV faculty members participate student-faculty liaison and advisory meeting annually. 1.3 Communities of interest have input into program processes and decision making. (old plan: not directly assessed) Communities of interest have input into program processes and decision making. Frequency: Annually in September Date Assessed: February 6, 2012 Assessor: Faith Darilek Michelle Ulbrich Include but not limited to: ~Review advisory council & agency meeting minutes ~Review participation of practice consultants on CPR committees ~ Review student faculty liaison meeting minutes ~Review student representation in curriculum meetings Actual Level of Achievement: Communities of interest have input into program processes and decision making. Results: ~Advisory Council meets annually in the fall with representation from hospitals (CMC, DeTar, Cuero Community, Kindred, & Warm Springs; Long Term Care Facilities,:Twin Pines and Retama Manor South, Golden Crescent Workforce Solutions, Health Department, Counselor from East and West High Schools, VISD CTE Coordinator, Dean of UH-V SON, a Level IV student representative, and a recent graduate from the ADN program). Recent collaborative efforts included: clinical usage, preceptorship, transition into workplace, changes in high school curriculum for student pursuing medical careers, etc. ~Continue to maintain strong relationships with communities of interest so that program improvement is an ongoing process. ~No action needed Next Scheduled Review: September 2012 ~Agency meetings are held annually in the spring. Represented are key staff members for each facility to which students are assigned as well as faculty who conduct clinicals at that facility and level coordinators. Recent 163

collaborative efforts include: computer training, new departments in hospitals, vacancies for graduate nurses, National Safety Standards, etc. ~Two practice consultants (Jeff Payne/CMC and Maggie Barefield/DeTar) contribute to the Clinical Performance Review (CPR) Committee when the committee deems their input necessary. ~Student-Faculty Liaison committee meets in the fall and in the spring with student and faculty representatives from each level. Current collaborative efforts include: dress code, parking, simulation days, cross walk across Red River. 1.4 Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community. (old plan: not assessed) Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community. Frequency: Annually in September Date Assessed: February 6, 2012 Assessor: Faith Darilek Michelle Ulbrich Include but not limited to: ~Review articulation agreements ~Review participation in SNA, TNA and any other organizations ~Review participation in any grants ~Review affiliation agreements with healthcare agencies used for clinical experiences. ~Curriculum Committee meets monthly with a student representative from Level IV. Recent collaborative efforts include: student response programs/clickers, MAP testing, revisions to grading forms e.g. therapeutic communication, curriculum review as needed, etc. Actual Level of Achievement: Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community. Results: ~Articulation agreements are maintained in the Dean s office. We have a written articulation agreements with UHV last signed in Fall 2011. We have unwritten articulation agreements with TAMU CC and TTU. ~Continue to maintain strong partnerships with area schools, organizations, facilities and/or agencies ~No action needed Next Scheduled Review: September 2012 ~Students are able to earn points for Student Nurses Association (SNA) membership and participation in community projects 164

eg: food drives, Habitat for Humanity, assisting with school physicals, attendance at TNA meetings. ~10 faculty members belong to Texas Nurse s Association (TNA) and the current president is a faculty member. ~Perkins Grants were recently used to purchase five electronic IV pumps in Spring 2012. ~The secretary to Dean maintains Affiliation Agreements and reports that the agreements are renewed yearly and the last renewal was August 2011. ~A level 4 ADN graduate is awarded each semester the BJ Peterson Award. The student is nominated by their peers for demonstrating excellence in the nursing profession. 1.5 The nursing education unit is administered by a nurse who holds a graduate degree with a major in nursing. (old plan:3a) 1.6 The nurse administrator has authority and responsibility for the development and 100% compliance with required qualifications of the nurse administrator for the ADN program (Director of ADN Program). 100% of the time, the nurse administrator has authority and responsibility for the development and administration of the Frequency: Annually in November Date Assessed: March 5, 2012 Assessor: Michelle Ulbrich Frequency: Annually in November Date Assessed: March 5, 2012 Include but not limited to: ~Review Texas Board of Nursing requirements for program director ~Review NLNAC requirements for program director ~Review ADN director job description ~Review degree status of current program director Include but not limited to: ~Review job description for program director ~Review ~Also, Citizens Medical Center and Texas Nurses Association provide scholarships to our students based on their award criteria. Actual Level of Achievement: There is 100% compliance with the required qualifications of the Director of the ADN program. Results: ~ The Dean, LeAnn Wagner, has the responsibilities of the Director of the ADN program. She has a Master of Science in Nursing from the University of Texas at El Paso. An official transcript is file in the office of the Vice President of Instruction Actual Level of Achievement: 100% of the time, the nurse administrator has authority and responsibility for the development and administration of the program and has adequate ~No actions needed ~No actions needed ~No follow-up needed Next Scheduled Review: November 2012 ~No follow-up needed Next Scheduled Review: November 2012 165

administration of the program and has adequate time and resources to fulfill the role responsibilities. (old plan: 3b) program and has adequate time and resources to fulfill the role responsibility. Assessor: Michelle Ulbrich organizational chart showing lines of authority and responsibility ~Interview director on his/her ability and resources to fulfill role responsibilities in adequate time time and resources to fulfill the role responsibility Results: ~ The Dean of Allied Health, LeAnn Wagner, has the responsibilities of the Director of the ADN Program. ~The job description of the Dean clearly demonstrates administrative authority over faculty assignments, curriculum evaluation and changes, course scheduling, clinical scheduling, budget development and implementation, liaison with the community and regulatory bodies, overall program policy development and changes, faculty recruitment, as well as program goal setting and total program evaluation. ~The Program Director currently conducts evaluation of the faculty members in her role as Division Dean. The Program Chair conducts the evaluation of the program secretary. ~The Dean of Allied Health has no assigned teaching duties ;therefore, she has adequate time to fulfill the responsibilities of the Division Dean and Program Director positions. ~The Director, in her role as Dean of Allied Health Division, is responsible for the Vocational Nursing Programs, Medical Laboratory Program, Respiratory Care Program, Physical Therapy Assistant Program, and Allied Health Education Center, in addition to the Associate Degree Nursing Program. Each of these programs/departments, including the ADN Program, has a Chair who is responsible for the day-to-day activities of the program or department. 166

1.7 With faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates for equity within the unit and among other units of the governing organization. (old plan:15c) With faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates the equity within the unit and among other divisions of Victoria College. Frequency: Annually in November Date Assessed: March 5, 2012 Assessor: Michelle Ulbrich Include but not limited to: ~Review budgeting process with ADN director & discuss level of faculty input at faculty meetings Actual Level of Achievement: With Faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates the equity within the unit and among other divisions of Victoria College. Results: ~The job description of the Dean of Allied Health states, The Instructional Deans are the principal academic and budgetary officers for their respective divisions within Victoria College. Instructional deans are empowered with the authority necessary to provide positive leadership regarding academic personnel, curricular, and budgetary decisions that further the academic, programmatic, and scholarly mission of the institution in its service to the community. Such leadership includes the processes of academic personnel policy, participation in budgetary allocations, determination of academic standards and benchmarks, and the acquisition, retention or release of academic programs. ~The State of Texas has significantly cut funds to community colleges in the state over the next few years. The whole college has had to become creative on how to cut spending. ~Faculty now are in charge of conducting all weekly tutoring sessions when before an adjunct instructor was hired to do tutoring. ~ Faculty also no longer get paid to substitute for another clinical instructor. ~The division recently received Perkins funds to purchase new IV pumps in the learning lab. ~No follow-up needed Next Scheduled Review: November 2012 ~Because the day-to-day operation of the ADN Program is the responsibility of the Chair, she collaborates with the Dean of Allied Health to formulate and implement annual budget recommendations and seeks faculty input regarding relevant budgetary matters. She also assists in procuring external funds for special projects. ~The ADN Program has seldom asked for an essential piece of equipment or personnel that has not been funded. While cuts have been necessary, this program has had no cuts higher than those made in 167

1.8 Policies of the nursing education unit are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; differences are justified by the goals and outcomes of the nursing education unit. (old plan:4a-j) 100% of policies of Victoria College Associate Degree Nursing Program are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of Victoria College; differences are justified by the goals and outcomes of the nursing program. Frequency: Annually in October Date Assessed: March 5, 2012 Assessor: Tami Hurley Michelle Ulbrich Include but not limited to: ~Comparative analysis of the policies in the Victoria College Employee Handbook, and ADN Faculty Handbook ~Policies to be reviewed include: 1. Non-discrimination 2. Faculty appointment 3. Academic rank 4. Grievance procedures 5. Promotion 6. Salary & benefits 7. Tenure 8. Rights & responsibilities 9. Termination 10. Workload ~Discuss market scarcity policy & workload policy. ~Any difference s are justified other programs. In fact, the ADN Program has the highest budget of the programs at Victoria College because of the enrollment and need for laboratory and technical supplies. Actual Level of Achievement: 100% of policies of Victoria College Associate Degree Nursing Program are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of Victoria College; differences are justified by the goals and outcomes of the nursing program.-this expected level of achievement cannot be determined until approval of Victoria College Employee Handbook Results: ~The Victoria College Employee Handbook was completely reviewed and taken to the Board of Trustees in February 2012 for approval. Official notice of approval of the employee handbook is still pending. ~The ADN faculty handbook was last revised summer 2011. ~The Victoria College Mission statement was reviewed after changes and approved by the Board. Changes to the college mission statement were minor wording changes. ~Continue to review handbook yearly to ensure cohesiveness between Victoria College and the ADN program. May 2012 100% of policies of Victoria College Associate Degree Nursing Program are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of Victoria College; differences are justified by the goals and outcomes of the nursing program. -Expected level of achievement met ~Upon review of the newly adopted Victoria College Employee Handbook, the policies found in the VC employee handbook and the ADN faculty handbook were congruent and supported the overall mission of the college. Michelle Ulbrich MSN, RN ~Evaluation Committee Chair Next Scheduled Review: October 2012 ~Full-time ADN faculty receive a market scarcity stipend to supplement faculty income and make the ADN faculty position more marketable. 168

1.9 Records reflect that program complaints and grievances receive due process and include evidence of resolution. (old plan: 20 a,b,c) Program complaints and grievances will receive due process according to the Victoria College process published in the catalog and handbook. Frequency: Annually in October Date Assessed: March 5, 2012 Assessor: Tami Hurley Michelle Ulbrich Include but not limited to: ~Compare VC Student Handbook, Nursing Programs Student Handbook, & VC & ADN website for accurate and consistent information on grievance procedure ~Interview Allied Health Dean/ADN director/chair on any process and any complaints about program ~Explain Clinical performance Review Committee Actual Level of Achievement: Program complaints and grievances receive due process according to the Victoria College process published in the catalog and handbook. Results: ~When the students progress is being reviewed, the faculty offers the student the opportunity for rebuttal comments to be given. This allows the student to voice any concerns they may have or questions. ~A copy of the Victoria College organizational chart is provided to the students in their student handbook. Using the appropriate chain of command is encouraged to all students at the beginning of every semester is any problems of conflicts arise. ~Continue to remind students each semester of the chain of command. Remind students that the appeal process is located in their student handbook and the purpose of the Clinical Performance Review (CPR) committee. ~No follow-up needed Next Scheduled Review: October 2012 ~The Victoria College Student Handbook contains student rights related to procedures for academic appeals. The ADN Program utilizes these rules for student concerns. http://www.victoriacollege.edu/stude nthandbook ~The process outlines specific time lines for the faculty and, as needed, administration to review and make decisions regarding the student s appeal. The appeals process is explained to a student when the situation is necessary. Students also always have access to that process via the student handbook. ~The ADN program has a clinical performance review (CPR) committee that is composed of ADN faculty members The committee is utilized to: 1. Assess students clinical 169

evaluation and anecdotal records for objective teaching evaluation of students ability to meet clinical objectives. 2. Validate accuracy of the clinical performance assessment. 3. Act as a support system to the clinical instructor by offering positive reinforcement when accuracy of clinical performance assessment has been validated and student failure has been determined. 4. Assist clinical instructor in devising alternative methods for evaluating performance when the student is in Jeopardy of failing (example: Having another instructor Observe and evaluate student). ~The resolution to most student concerns can be found in the student s file. 1.10 Distance Education: Distance education, as defined by the nursing education unit, is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit. (old plan:1d) The definition of distance education as defined by the Victoria College Associate Degree Nursing Program is congruent with the mission of Victoria College and the philosophy of the Victoria College Associate Degree Nursing Department. Frequency: Every 2 years in September (even years) or upon revision of the college or the nursing program s mission/philosophy or a revision in the definition of distance education from the Southern Association of Colleges and Include but not limited to: ~ Review VC mission statement & values with ADN program philosophy ~Review SACS definition of distance education: 3.4.12: The institution s use of technology enhances student learning and is appropriate for Actual Level of Achievement: The definition of distance education as defined by the Victoria College Associate Degree Nursing Program is congruent with the mission of Victoria College and the philosophy of the Victoria College Associate Degree Nursing Department. Distance Education at Victoria College is defined as: The institution s use of ~The Victoria College will revise their mission statements and philosophy in February, so follow up evaluation should be planned for May 2012. May 2012 ~This standard will be reevaluated again in September with the New Evaluation schedule. The revisions that were made to the Victoria College mission statement in February were minor word changes. Michelle Ulbrich MSN, RN ~Evaluation Committee Chair Next Scheduled Review: September 2012 170

Schools (SACS) Date Assessed: February 6, 2012 Assessor: Debbie Pena Michelle Ulbrich meeting the objectives of its programs. Students have access to and training in the use of technology. ~Review how the RN- LVN transition program curriculum is presented to students technology enhances student learning and is appropriate for meeting the objectives of its programs. Students have access to and training in the use of technology. Results: ~The VC ADN program is congruent with the mission of Victoria College, the philosophy of the Victoria College Associate Degree Nursing Department, and Southeran Association of Colleges and School (SACS). ~Online course evaluations are completed at the conclusion of each online course. They are compared with face-to-face evaluations for significant discrepancies and are reported with the level evaluation summaries yearly. Summer 2010 RNSG 1327, 25 online students, 24 retained, 1 W for a 96% retention rate Fall 2010 RNSG 2514, 10 online students, 10 retained Spring 2011 RNSG 2535, 17 online students, 17 retained ~The ADN-LVN curriculum is posted on the VC website and faculty discuss program specifics with interested students. 171

Victoria College ASSOCIATE DEGREE NURSING SYSTEMATIC PLAN OF EVALUATION Faculty and Staff Standard 2: Qualified faculty and staff provide leadership and support necessary to attain the goals and outcomes of the nursing education unit. COMPONENT / INDICATOR PLAN IMPLEMENTATION OF PLAN REVIEW OF PLAN FREQUENCY/ ASSESSMENT RESULTS OF DATA COLLECTION & FOLLOW-UP / DATEASSESED/ METHODS ANALYSIS (including actual level EVALUATION ASSESOR of achievement) (if needed) EXPECTED LEVEL OF ACHIEVEMENT ACTIONS FOR PROGRAM DEVELOPMENT, MAINTENANCE OR REVISION 2.1 Fulltime faculty are credentialed with a minimum of a master s degree in nursing and maintain expertise in their areas of responsibility. (old plan:5a,b,c) 2.1.1. The majority of parttime faculty are credentialed with a minimum of a master s degree with a major in nursing; the remaining part-time faculty hold a minimum of a baccalaureate degree with a major in nursing. (old plan:5a) 2.1.2. Rationale is provided for utilization of faculty who do not meet the minimum credential. (old plan:5a) 2.1 100% of full- time faculty are credentialed with a minimum of a master s degree with a major in nursing or 6 graduate nursing hours in accordance with the Texas Board of Nursing requirements (Texas BON Rule 215.7.c) and maintain expertise in their areas of responsibility by maintaining a minimum of 20 CEU s in accordance with the BON licensure requirements (Texas BON rule 2.16.a,b) 2.1.1 Part time faculty, adjunct faculty, are credentialed with a minimum of a master s degree with a major in nursing or 6 graduate nursing hours in accordance with the Board of Nursing requirements; Teaching assistants can hold a Bachelor s degree in Nursing Frequency: Annually in November Date Assessed: April 2, 2012 Assessor: Faith Darilek Michelle Ulbrich Include but not limited to: ~Interview ADN Chair on credentials of fulltime faculty & get rationale for any faculty member without the minimum credentials ~Review faculty profiles that should include continuing education activities and any activities that demonstrate maintenance of expertise in area. ~Interview ADN Chair regarding credentials for part-time faculty & get rationale for any faculty member without the minimum credentials. ~Review Texas Board of Nursing requirements Actual Level of Achievement: As of Spring 2012, 100% of full- time faculty are credentialed with a minimum of a master s degree with a major in nursing or 6 graduate nursing hours in accordance with the Texas Board of Nursing requirements (Texas BON Rule 215.7.c) and maintain expertise in their areas of responsibility by maintaining a minimum of 20 CEU s in accordance with the BON licensure requirements (Texas BON rule 2.16.a,b) Most adjunct faculty, are credentialed with a minimum of a master s degree with a major in nursing or 6 graduate nursing hours in accordance with the Board of Nursing requirements; Teaching assistants hold a Bachelor s degree in Nursing 100% of faculty that do not meet above Board of Nursing qualifications are approved to work under a waiver in accordance with Board of Nursing requirements (Texas BON Rule 215.7.d) Results: ~Alison Hewig, ADN Chair, has copies of all current faculty profiles.. ~With a number of full-time faculty members retiring in the next year, the number of qualified instructors available to teach in the ADN program in the Victoria area is limited. This is a future concern for the program with no clear solution to the problem. As of Spring 2012, we have enough instructors needed to teach the number of students in the program. ~No follow-up needed Next Scheduled Review: November 2012 172

2.1.2 100% of faculty that do not meet above Board of Nursing qualifications are approved to work under a waiver in accordance with Board of Nursing requirements (Texas BON Rule 215.7.d) She reports: ~ All Full-time faculty meet minimum credentials of a master s degree with a major in nursing. ~All Adjunct faculty (part time) either hold a master s degree with a major in nursing or 6 graduate nursing hours or have received a waiver from the Texas Board of Nursing to work as an adjunct instructor ~All teaching assistants (part time) hold a Bachelor s degree in Nursing. ~ Full-time and part time faculty maintain expertise in their areas of responsibility by maintaining a minimum of 20 CEUs ~TX BON site (accessed 3/30/12 @ http://www.bon.texas.gov/nursingeducat ion/faq_faculty.html) states: A faculty member in a professional nursing education program should: be licensed as a registered nurse or have privilege to practice in the State of Texas have teaching experience have current knowledge and clinical expertise in subject area of teaching responsibility hold a master s degree or doctorate, preferably in nursing Spring 2012 ~14 Full Time faculty members all have Master s Degree in nursing or a Master s degree with 6 graduate hours 173

in nursing ~3 adjunct faculty members 2 hold a Master s Degree in Nursing and 1 adjunct holds a Bachelor s Degree in Nursing and is currently pursuing a Master s Degree in Nursing. She plans to graduate within the next year. She has received a waiver from the Texas Board of Nursing. ~1 Teaching assistant She holds a Bachelor s Degree in Nursing 2.2 Faculty (full and part time) credentials meet governing organization and state requirements. (old plan: 5a 100% of the full and part time faculty will be licensed in the State of Texas to practice nursing and will meet the 3 year full time equated work experience or related field in the area they are teaching (Texas BON Rule 215.7.c) Frequency: Annually in November Date Assessed: April 2, 2012 Assessor: Faith Darilek Michelle Ulbrich Include but not limited to: ~Interview ADN Chair to get credentials of all faculty members ~Review job description to see if faculty meet minimum qualifications ~Review Texas BON requirements Actual Level of Achievement: 100% of the full and part time faculty are licensed in the State of Texas to practice nursing and meet the 3 year full time equated work experience or related field in the area they are teaching (Texas BON Rule 215.7.c) Results: ~All full-time faculty are licensed with the State of Texas and meet the 3-year full time equated work experience or related field in the area rule. ~Melissa Salinas (telephone communication on 3/30/12, Human Resources) stated that the job descriptions are in the Human Resources Department. ~No actions needed ~No follow-up needed Next Scheduled Review: November 2012 2.3 Credentials of practice laboratory personnel are commensurate with their level of responsibilities. (old plan: 100% of full and part time practice laboratory personnel are commensurate with their level of responsibilities in the practice lab and have appropriate credentials Frequency: Annually in November Date Assessed: April 2, 2012 Assessor: Include but not limited to: ~Review number of lab personnel, job description of lab personnel & highest degree attained Actual Level of Achievement: 100% of full and part time practice laboratory personnel are commensurate with their level of responsibilities in the practice lab and have appropriate credentials Results: ~No actions needed ~No follow-up needed Next Scheduled Review: November 2012 174

not assessed) Janet Ley Michelle Ulbrich ~Interview lab personnel to confirm their level of responsibility ~The laboratory has two full time personnel. ~One of the lab persons, Mary Kitchens LVN, primary responsibilities is to set up manikins in the lab and to make sure that the lab has adequate supplies for student practice. That person is an LVN with a current Texas license. She has experienced teaching in the nursing assistant program and her nursing knowledge and experience allows her to anticipate the needs of the students and prepare the lab with the supplies needed to facilitate their learning. ~The other lab person, Monica Hamilton BSN, RN, is responsible for creating and assisting with simulation experiences. She holds a current Texas license and RN and has a Bachelor Degree in Nursing and is working on her Master of Science in Nursing Degree. 2.4 The number of utilization of faculty (full and part time) ensures that program outcomes are achieved (old plan:6a) Program outcomes are achieved with the number of full time faculty, adjunct faculty, teaching assistants, and lab personnel Frequency: Annually in November Date Assessed: April 2, 2012 Assessor: Janet Ley Michelle Ulbrich Include but not limited to: ~Interview ADN chair on current number of full and part time faculty and any available openings ~Discuss in faculty meeting if current number of faculty allow the program to achieve program outcomes. ~Review Texas BON requirement of faculty to student ratios in the clinical setting and confirm compliance ~Both individuals are classified as support staff and do not hold a faculty position. Actual Level of Achievement: Program outcomes are achieved with the number of full time faculty, adjunct faculty, teaching assistants, and lab personnel Results: ~Victoria College AND program follows the Texas BON which mandates that clinical groups have no more than 10 students per faculty member or 15 students with a faculty member and a teaching assistant. ~Most full time faculty are responsible for only one clinical group and also have teaching responsibilities in theory. ~The ADN program also uses adjuncts in the clinical setting who have a BSN and completed a minimum of 50% of coursework at the Master s Degree ~With a number of full-time faculty members retiring in the next year, the number of qualified instructors available to teach in the ADN program in the Victoria area is limited. This is a future concern for the program with no clear solution to the problem. As of Spring 2012, we have enough instructors needed to teach the number of students in the program. Getting instructors to teach has always been a challenge; however, the program chair has always found enough qualified instructors. Hopefully, this concern will be minimal. ~No follow-up needed Next Scheduled Review: November 2012 175

(Texas BON Rule 215.10.g,i) Level. A waiver must be granted from the Texas BON to utilize these instructors ~ Teaching assistants must have a BSN as well as experience in the areas they are overseeing in clinical. The number and utilization of full and part time faculty is sufficient to meet the needs of the ADN program at this time. Spring 2012 Level 1: 4 clinical groups 2 full time faculty (MSN) with each instructor having 10 students 1 adjunct instructor (BSN with a waiver) with 10 students 1 full time faculty (MSN) with a Teaching assistant and 15 students Level 2: 4 clinical groups 4 full time faculty (MSN) with each instructor having 9-10 students Level 3: 5 clinical groups 1 full time faculty (MSN) with 10 students. 1 full time faculty (MA in Psych Nursing) had 2 groups of 10 students by choice 2 adjunct faculty (MSN) with 10 students each Level 4: 6 clinical groups 4 full time faculty (MSN) with 10 students 1 full time faculty (MSN) with 2 clinical groups with 10 students in each group ~The Victoria College ADN program continues to maintain a high NCLEX- 176

RN first time pass rate which demonstrates that program outcomes are being achieved. 2.5 Faculty (full and part time) performance reflects scholarship and evidence based teaching and clinical practices. (old plan:5c, 7a, 8a) 2.6 The number, utilization, and credentials of nonnurse faculty and staff are sufficient to achieve the program goals and outcomes. (old plan:16a) 100% of full and part time faculty will participate in continuing education and reflect participation in diversity of scholarship through teaching, application, integration, and discovery as it relates to educational effectiveness in nursing education. The number and utilization of non nurse faculty and staff are sufficient to meet the needs of the nursing program and will meet the minimum requirements as defined in the job description Frequency: Annually in September Date Assessed: February 6, 2012 Assessor: Janet Ley Michelle Ulbrich Frequency: Annually in September Date Assessed: February 6, 2012 Assessor: Janet Ley Michelle Ulbrich Include but not limited to: ~Review ADN program s definition of scholarship by Ernest Boyer ~Have faculty submit faculty profiles which need to contain accomplishments & certifications & demonstrate scholarship ~Discuss with faculty regarding how evidence based practice is incorporated in the classroom & clinical (give examples) Include but not limited to: ~Discuss faculty perceptions of clerical support at faculty meetings and ability to achieve program outcomes with current support Actual Level of Achievement: 100% of full and part time faculty participate in continuing education and reflect participation in diversity of scholarship through teaching, application, integration, and discovery as it relates to educational effectiveness in nursing education. Results: ~Faculty profiles reflect that 100% of ADN faculty participates in continuing education. Faculty profiles also demonstrate participation in diversity of scholarship as defined by Ernest Boyer through teaching, application and integration of evidence based practice into the classroom and a diversity of clinical experience that enriches the nursing education experience. ~See Systematic Plan of Evaluation binder for standard 2.5 list that identifies ways that faculty use evidence based practice as to enhance teaching Actual Level of Achievement: The number and utilization of staff are sufficient to meet the needs of the nursing program and meet the minimum requirements as defined in the job description. The program does not currently employee nonnurse faculty. Results: ~Faculty perceptions of recent additions to staff are positive and the stated opinions expressed by faculty were that currently staff support is sufficient to achieve the program goals and outcomes. ~Recommendation was made to change the wording on the concept care map to evidence based nursing rationale to correspond with the current terminology. ~No actions needed ~No follow-up needed Next Scheduled Review: September 2012 ~No follow-up needed Next Scheduled Review: September 2012 ~In November, a new ADN secretary was hired. She is doing well in her new role but obviously there will be a learning curve with her new position. 177

2.7 Faculty (full and part time) are oriented and mentored in their areas of responsibilities. (old plan: not assessed) 100% of full and part time faculty are oriented according to the Victoria College Associate Degree Nursing Program orientation policy. Frequency: Annually in October Date Assessed: March 5, 2012 Assessor: Janet Ley Michelle Ulbrich Include but not limited to: ~Review ADN faculty handbooks for orientation policy for new full time faculty and adjunct faculty ~Interview ADN Chair to assess if the orientation process is working ~Interview new faculty members on their perception of their orientation experience and their new role. ~Discuss with faculty regarding any changes that are needed to the orientation policy ~Also, a student worker will be hired for the Spring semester. Actual Level of Achievement: 100% of full and part time faculty are oriented according to the Victoria College Associate Degree Nursing Program orientation policy. Results: ~The full and part time faculty orientation and mentoring is carried out in accordance with the policy guidelines of the Associated Degree Nursing Program. Full time faculty are guided through a structured orientation process and assigned a mentor, which is usually the Course Coordinator, to facilitate the transition into their new position. ~New faculty interviewed reported mentors were very accessible, patient and knowledgeable during the mentoring phase of the orientation. ~Adjunct faculty are also put through a similar process and are then assigned a mentor who reviews their responsibilities. ~No actions needed ~No follow-up needed Next Scheduled Review: October 2012 ~The policy for the ADN orientation process can be found in the ADN faculty handbook and ADN adjunct handbook. 2.8 Systematic assessment of faculty (full and part time) performance demonstrates competencies that are consistent with program goals and outcomes. (old plan: 7a) 100% of full and part time faculty are systematically assessed and performance will demonstrate competencies that are consistent with program goals and outcomes. Frequency: Annually in October Date Assessed: March 5, 2012 Assessor: Janet Ley Michelle Ulbrich Include but not limited to: ~Interview Allied Health Dean regarding number and timeliness of evaluations done and discuss his/her perceptions of competency expectations and consistency with Actual Level of Achievement: 100% of full and part time faculty are systematically assessed and their performance will demonstrates competencies that are consistent with program goals and outcomes. Results ~Faculty and adjunct faculty are evaluated each semester by students and the results of the evaluations are reviewed by the dean. ~No actions needed ~No follow-up needed Next Scheduled Review: October 2012 178

program goals and outcomes. ~Review VC employee handbook & ADN faculty handbook for evaluation process and consistency ~Tenured faculty are evaluated every semester but only meet with the Division Dean every 2 years or as needed according to VC policy. ~ Non tenured and tenure track faculty are evaluated every semester and required to meet with the Dean every semester to discuss their results. ~Those faculty members seeking tenure meet yearly with a committee that oversees the tenure process. If major concerns arise, they are reviewed by the Division Dean and plans for improvement in problem areas are discussed or discussions about continued employment are considered. ~The ADN Chair also visits the classroom and/or clinical setting to evaluate faculty members. 2.9 Non-nurse faculty and staff performance is regularly reviewed in accordance with the policies of the governing organization. (old plan: not assessed directly -mentioned in 16) 2.10 Distance Education: 100% of non nurse faculty and staff are systematically reviewed in accordance with the policies of Victoria College. 100% of faculty that teach distance Frequency: Annually in October Date Assessed: March 5, 2012 Assessor: Janet Ley Michelle Ulbrich Frequency: Annually in April Include but not limited to: ~Review in VC employee handbook, policy on evaluation of non-nurse faculty and staff ~Interview with ADN Chair on evaluation process of nonnurse staff and timeliness of evaluations ~Include but not limited to: ~The policy for evaluation of nontenured and tenured faculty members is available in the Victoria College employee handbook Actual level of Achievement: 100% of non-nurse staff are systematically reviewed in accordance with the policies of Victoria College. Results: ~The ADN program has no non nurse faculty. The ADN secretary is reviewed in accordance with the college policy. Faculty has informal input into the performance of secretarial staff as part of the evaluation plan. ~ Evaluations are done each spring semester. The evaluation includes the staff member s self- assessment, the assessment of the supervisor and a discussion of the evaluation between the two. Actual Level of Achievement 100% of faculty that teach distance ~No actions needed ~Continue to encourage faculty to seek ongoing ~No follow-up needed Next Scheduled Review: October 2012 ~No follow-up needed 179

Faculty (full time and part time) engage in ongoing development for distance education (old plan: not directly assessed -mentioned in 17a) education engage in ongoing development of distance education. faculty meeting Date Assessed: April 2, 2012 Assessor: Debbie Pena Michelle Ulbrich ~Faculty will provide documentation of ongoing development in distance education such as but not limited to blackboard training, Panopto training, computer courses, ITV, etc. education engage in ongoing development of distance education. Results ~All faculty that teach online courses are to receive training in Blackboard by Helen Dvorak and training in Panopto and ITV by Jeremy Gould. At the beginning of each semester, updates are given as needed by computer technology staff the week of convocation. development for distance education. Next Scheduled Review: April 2013 ~The following instructors taught the following online courses: Summer 2010 RNSG 1327 was taught online by Marty Horecka, MSN, RN Fall 2010 RNSG 2514 was taught by ITV by Level 3 faculty Spring 2011 RNSG 2535 was taught online by Level 4 faculty Summer 2011 RNSG 1327 was taught online by Julie Cordova, BSN, RN (33 graduate hours) Fall 2011 RNSG 2514 was taught online by Level 3 faculty Spring 2012 RNSG 2535 was taught online by Level 4 faculty ~The computer technology staff are very accessible when an issue arises. The computer help desk also is helpful if it is after hours. Their hours are: http://www.victoriacollege.edu/index. php?option=com_content&task=vie w&id=353 Helpdesk Office Hours Fall and Spring Semester Monday - Thursday 8 a.m. - 4:30 p.m. Friday 8 a.m. - 4 p.m. 180

Fall and Spring On-Call Hours Friday 6 p.m. - 10 p.m. Saturday - Sunday 6 a.m. - 10 p.m. Summer Sessions Monday - Thursday 8 a.m. - 7:00 p.m. Friday Closed Summer Sessions On-Call Hours Friday 6 p.m. - 10 p.m. Saturday - Sunday 6 a.m. - 10 p.m. *You will receive a response within 4 hours of your message E-mail Technology Services Helpdesk at helpdesk@victoriacollege.edu 181

Victoria College ASSOCIATE DEGREE NURSING SYSTEMATIC PLAN OF EVALUATION Students Standard 3: Student policies, development, and services support the goals and outcomes of the nursing education unit. COMPONENT / INDICATOR PLAN IMPLEMENTATION OF PLAN REVIEW OF PLAN FREQUENCY/ ASSESSMENT RESULTS OF DATA COLLECTION & FOLLOW-UP / EVALUATION DATE ASSESSED/ METHODS ANALYSIS (including actual level of (if needed) ASSESSOR achievement) EXPECTED LEVEL OF ACHIEVEMENT ACTIONS FOR PROGRAM DEVELOPMENT, MAINTENANCE OR REVISION 3.1 Student policies of the nursing education unit are congruent with those of the governing organization, publicly accessible, nondiscriminatory, and consistently applied; differences are justified by the goals and outcomes of the nursing education unit. (old SPE: 9a-m) 100% of student policies of the Victoria College ADN Program are congruent with those of Victoria College, publicly accessible, and consistently applied; differences will be justified 100% of the time. Frequency: Annually in October Date Assessed: March 6, 2012 Assessor: Debbie Pena Michelle Ulbrich Include but not limited to: ~Comparative analysis of VC Student handbook with the Victoria College Nursing Programs Student handbook ~Review and compare website for accessibility of student policies ~Any differences are discussed Review the following student policies: 1. Non-discrimination 2. Selection and admission 3. Academic progression 4. Student evaluation and Grading 5. Retention 6. Withdrawal/ dismissal 7. Graduation requirements 8. Financial aid 9. Transfer of credit 10. Recruitment 11. Health requirements Actual Level of Achievement: 100% of student policies of the Victoria College ADN Program are congruent with those of Victoria College, publicly accessible, and consistently applied; differences will be justified 100% of the time. Results: ~100% of nursing student policies addressing items 1-13 is congruent with those of the college. ~The college student handbook is accessible at http://www.victoriacollege.edu/studentha ndbook ~The revised college student handbook is accessible at http://www.victoriacollege.edu/images/file s/pubs/handbook_addendum_2011.pdf ~The Victoria College Nursing Programs Student Handbook is given to the student in printed form at the beginning of Level 1. Any revisions to the VC Nursing Programs handbook is given to the student throughout the program. The student is given an acknowledgement form to sign stating that they received the addition or change to the handbook. ~For a detailed chart of comparisons of ~Continue to review annually as new editions to handbooks are released. ~No follow-up needed Next Scheduled Review: October 2012 182

12. Validation of prior Learning 13. Grievance/ handbook policies see the Systematic Plan of Evaluation binder where that comparison is made. 3.2 Student services are commensurate with the needs of students pursuing or completing the associate program, including those receiving instruction using alternative methods of delivery. (old SPE: 10a) Student evaluations reflect that student needs are commensurate with the needs of the students pursuing or completing the ADN program including those students with distance education. Frequency: Annually in February Date Assessed: February 6, 2012 Assessor: Tami Hurley Michelle Ulbrich complaints/appeals Include but not limited to: ~ Review Support services that are provided to students through Victoria College and through the ADN program ~Review support services for distance education students Actual Level of Achievement: Student evaluations reflect that student needs are commensurate with the needs of the students pursuing or completing the ADN program. However, student services for students using distance education as their mode of delivery is difficult to assess since evaluations the last few years have not been conducted separately except in the summer. Results: ~During Fall 2010 and Spring 2011 the results for all four Levels were greater than 98% for the course evaluation questions #14,15 & 16 about library resources, AV resources and the bookstore. Course evaluations regarding services such as Library, Bookstore and Computer services resulted in a mean score of 4.63, 4.63, 4.64 respectively out of 5. ~ During Summer 2010 (online course for transition students), 100% of students rated library resources, AV resources, computer services and the bookstore as average, food or very good. This resulted in scores of 4.67, 4.50, 4.67, and 4.58 respectively out of 5. ~College support services contact information is updated for all students each semester and provided in their syllabus (now learning resource packet). ~New systems of Banner, Panopto and turning point clicker technology have all been implemented since Fall 2010 into various levels. ~The last few semesters, student evaluations have not been conducted separately in the Fall for the online transition students in level III, and the Spring for the online transition students in level IV. The online and face to face evaluations have not been separated so a comparison could not be made between the two groups. The overall ratings from these levels have been good; however, it is difficult to evaluate between the two different modes of delivery. ~Fall 2010 there was no online course offered. There was an ITV course offered instead. However, the evaluations from the ITV students were not conducted separately. The ITV students did voice their comments on the evaluations that were conducted. Many negative comments were received about ITV. As a result of the dissatisfied students, the online mode of delivery was put back in place. May 2012 ~Student evaluations for the transition online students were conducted this semester so the online and face to face students can be evaluated separately when that data becomes available. Michelle Ulbrich MSN, RN ~Evaluation Committee Chair Next Scheduled Review: February 2013 ~Additionally, administration is currently ~The summer 183

pursuing more safety measures to ensure safety of students and faculty including Emergency alert system enhancements and policy changes. * Data for Fall 2011 not yet reported transition students do conduct their evaluations separately as noted and have been pleased with the student services they have received. 3.3 Student educational and financial records are in compliance with the policies of the governing organization and state and federal guidelines. (old plan: 11a) 100% of student educational records are in compliance with the policies of Victoria College and state and federal guidelines. Frequency: Annually in March Date Assessed: March 6, 2012 Assessor: Faith Darilek Michelle Ulbrich Include but not limited to: ~Communicate with the Director of Financial Aid and College Registrar regarding compliance with the policies of VC and state and federal guidelines. ~FERPA compliance reports Actual Level of Achievement: 100% of student educational records are in compliance with the policies of Victoria College and state and federal guidelines. Results: ~Kim Obsta, director of financial aid, (phone conversation 3/2/12) stated that 100% of student education records are in compliance with the policies of the governing organization and state and federal guidelines. (e.g. records are confidentially maintained and kept within a secure location). ~The course coordinators have been notified of the problems with not conducting online evaluations separately. They will take an active role in making sure that these evaluations are conducted separately in the future. ~No actions needed ~No follow-up needed Next Scheduled Review: March 2013 ~Records of students enrolled or seeking enrollment in the ADN program are maintained in secured file cabinets in the nursing office. ~Missy Klimitchek, Registrar, stated that VC is in 100% compliance with FERPA regulations. All employees are required to attend FERPA training. 3.4 Compliance with the Higher Education 3.4 100% Compliance with the Higher Frequency: Annually in March Include but not limited to: ~Communicate with ~All students are required to sign a FERPA release form. Actual Level of Achievement: 100% Compliance with the Higher Education Reauthorization Act Title IV ~No actions needed ~No follow-up needed Next Scheduled Review: 184

Reauthorization Act Title IV eligibility and certification requirements are maintained 3.4.1 A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is available. 3.4.2 Students are informed of their ethical responsibilities regarding financial assistance. (old SPE: 21b) Education Reauthorization Act Title IV eligibility and certification requirements are maintained. 3.4.1 100% of students that have loans receive a written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is available. 3.4.2 Students are informed of their ethical responsibilities regarding financial assistance. Date Assessed: March 6, 2012 Assessor: Faith Darilek Michelle Ulbrich the Director of Financial Aid regarding eligibility and certification requirements of Victoria College ~Communicate with the Director of Financial Aid regarding loan repayment program addressing loan information, default rate, counseling, monitoring and cooperation with lenders. ~Communicate with Director of Financial Aid regarding ethical responsibilities regarding financial assistance. eligibility and certification requirements are maintained. 100% of students that have loans receive a written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is available. Students are informed of their ethical responsibilities regarding financial assistance. ~Kim Obsta, Director of Financial Aid, reports compliance with standards. ~Policies are in the Financial Aid office, VC catalog, and VC student s handbook. Students receive a handout when applying for a loan that speaks about their responsibilities for repayment. Face-to-face entrance counseling is conducted. Entrance and exit counseling is required. ~Students apply for financial aid by submitting a FAFSA form. Award letter informing them of grants and scholarship are sent to the students. March 2013 ~Default rate: 2004=8.2 2005=9.7 2006=11.6 2007=12.4 2008=8.8 2009=14.8 2010=14.5 (draft) ~The emphasis on completion may be a contributing factor to the increasing default rate. 3.5 Integrity and consistency exist for all information intended to inform the 100% of information intended to inform the public, including the program s accreditation status Frequency: Annually in October Date Assessed: March 6, 2012 Include but not limited to: ~Compare content of VC Student Handbook, VC Actual Level of Achievement: 100% of information intended to inform the public, including the program s accreditation status and the NLNAC contact information, ~No actions needed ~No follow-up needed Next Scheduled Review: October 2012 185

public, including the program s accreditation status and the NLNAC contact information. (old SPE: 19a,b,c) and the NLNAC contact information, demonstrate integrity and consistency Assessor: Faith Darilek Michelle Ulbrich Catalog, ADN Student Handbook and online versions of each for integrity and consistency of all information intended to inform public including information on program that is published in catalog and website. ~Verify that NLNAC contact information is available in appropriate publications demonstrate integrity and consistency Results: ~The VC Website contains several links to the ADN Program: Allied Health https://www.victoriacollege.edu/alliedhealth, ADN program http://www.victoriacollege.edu/index.php?option=com_ content&task=view&id=652 Degree plan http://www.victoriacollege.edu/images/degree_plans/n ursing_associatedegree_techprepplan_aas.pdf. The Department website is available only through the portal. ~Available through the VC website are ADN applications, clinical requirements, and student handbooks. 2011-12 handbooks are posted with 10/18/11 addendum. The handbooks are archived through 2001. Also available on the site are student forms e.g. instructions complaint, student complaint, etc. ~VC publications are available in many sites around campus, including the HSC building. ~VC student handbook and catalog are also available online. 3.6 Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner 100% of changes in policies, procedures, and program information are clear and consistent. These changes are communicated to students in a timely manner. Frequency: Annually in April Date Assessed: April 2, 2012 Assessor: Tami Hurley Include but not limited to: ~Interview Program Chair on how students are informed of changes to policies, procedures and program information. ~VC nursing handbooks are distributed to Level I students and updated as necessary through program of study. Students sign an acknowledgement form upon receipt of the VC nursing handbook and program secretary and course coordinators monitor that all students have completed form. Actual Level of Achievement: 100% of changes in policies, procedures, and program information are clear and consistent. These changes are communicated to students in a timely manner. Results: ~Documents about the program are accurate, clear, and consistent. ~No actions needed ~No follow-up needed Next Scheduled Review: April 2013 186

(old SPE: 9a-m) ~The website contains valid and sufficient information for the public about the ADN program to ensure accountability and consumer choice. ~The student handbook is reviewed regularly. The students receive copies of changes and sign acknowledgments of changes. ~Also, changes to entrance requirements for students beginning Level 1 after 9/12, are being given to students during their advising appointments with nursing faculty and letters are being sent to all applicants on new admission requirements. 3.7 Orientation to technology is provided and technological support is available to students, including those receiving instruction using alternative methods of delivery. (old plan: not assessed) Orientation to technology is provided and technological support is available to students, including those receiving instruction using alternative methods of delivery. Frequency: Annually in April Date Assessed: April 2, 2012 Assessor: Debbie Pena Michelle Ulbrich Include but not limited to: ~Interview Distance Education Coordinator about availability of student orientation to technology such as Blackboard ~Interview Information technology department regarding availability of technical support to students and hours available and if or where those hours are published. Actual Level of Achievement: Orientation to technology is provided and technological support is available to students, including those receiving instruction using alternative methods of delivery. Results: ~All students must complete the Blackboard orientation session. For the students taking Pharmacology, the instructor will not open the course to them until it is completed. This is an assurance that every nursing student completes the orientation since Pharmacology is a requirement for the ADN program and the first online class in the program. ~For students to access the orientation session, they must log into the Pirate Portal, click on the My Courses tab and go to the Blackboard Orientation Reservations channel. ~No actions needed ~No follow-up needed Next Scheduled Review: April 2013 Browser Compatibility with Office 2007 Firefox, a web browser from Mozilla, 187

available as a free download from http://www.mozilla.com/en-us/ Browser Check The Browser Check will verify the configuration of your browser for interaction with Blackboard. Distance Education Resources Student DE Resources ~Students also have access to the helpdesk. Helpdesk is available for technical assistance not course content. Computer Help Desk Hours Fall & Spring Semesters Monday - Thursday, 8 am-4:30 pm Friday, 8 am - 4 pm Fall & Spring On-Call Hours Friday - Sunday, 6 p.m. - 10 p.m. Summer Semesters Monday - Thursday, 8 am - 5 pm Closed on Fridays Summer Sessions On-Call Hours Friday - Sunday, 6 p.m. 10 p.m. ~All computer requirements are provided in the syllabus and all VC courses are required to have a Blackboard shell. 188

3.8 Distance Education: Information related to technology requirements and policies specific to distance education is clear, consistent, and accessible. (old plan: not assessed) Information regarding technology requirements and policies specific to distance education is clear, consistent and accessible. Frequency: Annually in April Date Assessed: April 2, 2012 Assessor: Debbie Pena Michelle Ulbrich Include but not limited to: ~Interview Distance Education Coordinator on technology requirements needed for distance education students Actual Level of Achievement: Information regarding technology requirements and policies specific to distance education is clear, consistent and accessible. Results: ~All computer requirements are provided in the syllabus and all VC courses are required to have a Blackboard shell. ~Browser Compatibility with Office 2007 Firefox, a web browser from Mozilla, available as a free download from http://www.mozilla.com/en-us/ ~No action needed ~No follow-up needed Next Scheduled Review: April 2013 ~Browser Check The Browser Check will verify the configuration of your browser for interaction with Blackboard. ~Distance Education Resources Faculty DE Resources 189

Victoria College ASSOCIATE DEGREE NURSING SYSTEMATIC PLAN OF EVALUATION Curriculum Standard 4: The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments. PLAN IMPLEMENTATION OF PLAN REVIEW OF PLAN COMPONENT / INDICATOR EXPECTED LEVEL OF ACHIEVEMENT FREQUENCY/ DATE ASSESSED/ ASSESSOR ASSESSMENT METHODS RESULTS OF DATA COLLECTION & ANALYSIS (including actual level of achievement) ACTIONS FOR PROGRAM DEVELOPMENT, MAINTENANCE OR REVISION FOLLOW-UP / EVALUATION (if needed) 4.1 The curriculum incorporates established professional standards, guidelines and competencies, and has clearly articulated student learning and program outcomes. (old plan: 12a) 100% of the curriculum incorporates established professional standards, guidelines and competencies, and has clearly articulated student learning and program outcomes. Frequency: Annually in October Date Assessed: February 20, 2012 Assessor: Konnie Prince Michelle Ulbrich Include but not limited to: ~Review the integration of Gordon s Functional Health Patterns within the curriculum ~Evaluate the integration of threads into curriculum ~Review incorporation of Differentiated Essential Competencies (DEC s) into the curriculum ~Review changes to the requirements/ standards of the Texas Higher Education Coordinating Board (THECB) and NLNAC Actual Level of Achievement: 100% of the curriculum incorporates established professional standards, guidelines and competencies, and has clearly articulated student learning and program outcomes. Results: ~Curriculum continues to be organized according to Gordon s Functional Health Patterns. ~Curriculum content was reviewed within the context of Gordon s Functional Health Patterns in Fall 2009 and will be done again in Fall 2012. ~All syllabi are designed around Gordon s Functional Health Patterns. ~The clinical student learning outcomes are the Differentiated Essential Competencies (DEC s) which are mandated by the Texas Board of Nursing. The DEC s were implemented into the ADN program Spring 2012. The implementation techniques used will be sent to the DEC report was sent to The Texas Board of Nursing February 2012. February 2012 ~DEC report was approved February 2012 by the Texas Board of Nursing. Changes have been implemented in all syllabi and on new weekly clinical evaluations form. It is in use in all levels. Michelle Ulbrich MSN, RN ~Evaluation Committee Chair Next Scheduled Review: October 2012 190

Texas Board of Nursing. The weekly clinical evaluations are used to evaluate those competencies. ~The course student learning outcomes will be the Texas Higher Education Coordinating Board outcomes for each course starting in the Fall 2012. These course outcomes can be found in the Workforce Education Course Manual (WECM). There will be minor changes in WECM course descriptions in Fall 2012 and those will be addressed at that time. 4.2 The curriculum is developed by the faculty and regularly reviewed for rigor and currency. (old plan: 12i) The curriculum is developed by the faculty and reviewed every 3 years or as needed for rigor and currency. Frequency: Annually in November Date Assessed: April 16, 2012 Assessor: Jo Ann Ferguson Michelle Ulbrich Include but not limited to: ~Review with curriculum chair when the last integrated content review by faculty was completed. ~Interview ADN chair on when last ADN- LVN articulation meeting was held ~The program outcomes are evaluated yearly in the systematic plan of evaluation and include: 85% of graduates will pass the NCLEX-RN on their first attempt 85% of students will graduate within 6 semesters of entering level 1 85% of graduates will rate job competency as average or better 85% of employers will rate overall job performance as average or better. 85% of licensed graduates will be employed as RN s within one year of graduation Actual Level of Achievement: The curriculum is developed by the faculty and reviewed every 3 years or as needed for rigor and currency. Results: ~All levels review for currency when syllabus is developed at the end of each semester and prior to each unit taught. Books and page numbers are updated as needed. Recommendations: ~Secure a test Writing and Analysis workshop for all faculty members ~MAP Committee should continue to discuss unifying the content across the levels and consequences of not passing the first and second attempts April 30, 2012 ~In April 30, 2012 faculty meeting, the faculty approved that the Medication Administration Practicum (MAP) be changed to the Medication Administration Competency (MAC). ~The MAC will allow the student to take the competency 3 times. If the student is not successful 191

~Review general education courses and then link to NCLEX-RN test plan ~Review different entry and exit options of the ADN program ~Discuss when required drug list, level matrix and Medication Administration Practicum was last reviewed ~Discuss different ways rigor is evaluated (ie.exams, statistical analysis of exams, clinical performance, standardized testing, NLCLEX-RN results) ~Last review for integrated content was done Fall of 2009 and is scheduled again for Fall 2012. ~April 2011 reviewed and/or Revised: Simulations Remediation Tutoring Math Competency Test Plan Medication Administration Test (MAT) including changing name to MAP (Medication Administration Practicum) (goal was to make uniform across the levels) Incorporate concept of Patient Rights 5+3 ~Continue to monitor after the 3 rd attempt, they will be dismissed from the program. Michelle Ulbrich MSN, RN ~Evaluation Committee Chair Next Scheduled Review: November 2012 ~RN/LVN Task Force last met 10/31/11 to assess articulation between RN-LVN programs. ~General Education Courses i.e. English 1302 changed to a Humanities course, listed in Fall 12/13 Catalogue See Table 16 for diagram of Entry/Exit Options from ADN Program reviewed at Curriculum Meeting 4/16/12 ~Required drug list, level matrix and Medication Administration Practicum were all reviewed and/or revised Fall 2011 and other revisions still being considered ~Each test given during the semester is reviewed and elated to level of Bloom s taxonomy. ~Test difficulty progresses through levels and is based on a plan of increasing difficulty but variables such as presentation of new 192

4.3 The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress. (old plan: not directly assessed -mentioned in 12i,c) The student learning outcomes (Differentiated Essential Competencies (DEC s)) are used to organize the curriculum, guide the delivery of instruction, direct learning activities and evaluate student progress. Frequency: Annually in March Date Assessed: March 19, 2012 Assessor: Nadine VanBeveren Michelle Ulbrich Include but not limited to: ~Results of program outcomes are discussed at faculty & curriculum meetings. ~Documentation of changes in the program is made, if necessary, from the student results of the program outcomes. ~review curriculum content every 3 years; including NCLEX mapping material vs. reviewed material as part of an integrated program does result in variations in levels of taxonomy. Actual Level of Achievement: The student learning outcomes (Differentiated Essential Competencies (DEC s)) are used to organize the curriculum, guide the delivery of instruction, direct learning activities and evaluate student progress. Results ~The Differentiated Essential Competencies (DEC s) were revised according to the Texas Board of Nursing. The ADN program implemented the new DEC s Spring 2012. The Weekly/Final Clinical Evaluation form was revised accordingly and helps assess the student learning outcomes. ~Beginning Fall 2012, the student learning outcomes for clinical will be the DEC s and the student learning outcomes for theory will be the Texas Higher Education Coordinating Board outcomes for each course. These can be found in the Workforce Education Course Manual (WECM) ~Continue to Monitor ~No follow-up needed Next Scheduled Review: March 2013 ~Program outcomes are monitored by the Evaluation Committee and will be presented at the April 2, 2012 Faculty meeting. 4.4 The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives. (old plan: not directly assessed -mentioned in 12a) The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experience from regional, national or global perspectives. Frequency: Annually In November Date Assessed: April 16, 2012 Assessor: Stacy Barth Michelle Ulbrich Include but not limited to: ~Review thread inclusion in curriculum ~Review program pre-requisites for inclusion of diverse concepts (ex. Sociology 1301) ~Review that clinical evaluation tools provide validation of exposure to patients of different ethnicities for clinical assignments. ~Discuss at curriculum meetings ~Content review is due to be evaluated in the Fall 2012 Actual Level of Achievement: The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experience from regional, national or global perspectives. Results ~Sociology 1301 is a required general education course. This course analyzes culture and change to social groups. ~Cultural and ethnic aspects are included in each level of the nursing program. Level 1-discusses the origin of cultural ~Continue to monitor ~No follow-up needed Next Scheduled Review: November 2012 193

how each level includes diverse concepts into their curriculum. behavior, cultural and ethnic groups, beliefs and practices, and these beliefs on nursing care Level 2-incorporates a unit on values clarification, which includes not only selfevaluation but also techniques to assist clients with clarifying values. This level also includes cultural, social and ethnic influences on attitudes towards death and dying. Level 3-teaches about socio-cultural theories related to domestic violence; discusses cultural aspects of mental illness, adolescent pregnancy, abortion, and fetal demise; and includes cultural aspects of the teaching process. Level 4-increases cultural awareness by elaborating on ways to assess cultural aspects of a client or group and applies psychosocial aspects of care for patients with burns, liver disease, renal disease, organ and tissue transplantation, chronic pain assessment and management, substance abuse, and end of life issues. ~The cultural competence of the student is assessed as the student care for patients from a variety of cultures, ethnicities, and socioeconomic backgrounds during the clinical rotation. Feedback is provided through the weekly clinical 194

4.5 Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes. (old plan: 12g) 4.6 The curriculum and instructional processes reflect educational theory, Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes. The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice Frequency: Annually in February Date Assessed: February 20, 2012 Assessor: Jo Ann Ferguson Michelle Ulbrich Frequency: Annually In February Date Assessed: February 20, 2012 Evaluation methodologies are varied, reflecting established professional and practice competencies, and measure the achievement of student learning and program outcomes. Methodologies reflect all styles of learning: visual, auditory, and kinesthetic. The following methodologies are used in all or some of the four program levels. 1. Unit exams 2. Skills check-offs 3. Standardized exams 4. Group presentations 5. Written work 6. Simulations 7. Clinical Performance evaluations in both clinical laboratory settings 8. Math exams 9 Medication Administration Practicum 10. Test analysis 11. Inter-rater reliability Include but not limited to: ~Review the occurrence of interdisciplinary learning activities evaluation form. Actual Level of Achievement: Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes. Results ~Evaluation methodologies continue to offer a wide range of variety throughout all levels of the ADN program. They include but are not limited to: Unit exams Skills check-offs Standardized exams Group presentations Written work Simulations Clinical Performance evaluations in both clinical laboratory Settings Math exams Medication Administration Practicum Test analysis Inter-rater reliability Test Question Analysis by using Bloom s Taxonomy Clinical labs Clinical experiences Actual Level of Achievement: The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while ~The Medication Administration Practicum continues to be revised to ensure consistency across all levels of the program. ~ Starting in the Fall 2012, The Medication Administration Practicum will be changed to Medication Administration Competency. Students will have 3 attempts to be successful in each level on the Competency. If the student is not successful after the 3 rd attempt, the student will be dismissed from the program. ~Continue to provide a curriculum that reflects educational theory, interdisciplinary collaboration, best practices. ~No follow-up needed Next Scheduled Review: February 2013 ~No follow-up needed Next Scheduled Review: February 2013 195

interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and technological advances. (old plan: 12b,c,e) standards while allowing for innovation, flexibility, and technological advances. Assessor: Nadine VanBeveren Michelle Ulbrich among the allied health programs. ~Review that curriculum is still guided by Gordon s functional health pattern ~Review student access in clinical to computerized charting, medication dispensing & scanning during clinical ~Review the curriculum for the inclusion of simulations in clinical ~Discuss in meeting different ways faculty deliver content in the classroom and ensure that they are teaching the most up to date information ~Review Bloom s Taxonomy Program Plan allowing for innovation, flexibility, and technological advances. Results ~Each levels include interdisciplinary learning activities: Level 1 Denise Aflerbach - wound care, Level 2 Chris Kallus - respiratory, Denise Aflerbach- wound care, Dr. Gordon Barth- laboratory values; Level 3 Marianna Measom, David Maddux, Janet Hilsabeck- neonatal nurse practitioners, Larry Dunn laboratory tests specific to liver disease and auto immune disease; Level 4 burns, Chris Kallus - ventilator ~Curriculum is reviewed according to Gordon s functional health patterns every three years, last reviewed Fall 2009 and will be reviewed again starting Fall 2012 ~Students receive computerized charting training at facilities at the beginning of Level I or as needed at the beginning of each semester and have access to computers to chart accordingly. Students have access to medication dispensing and scanning during medication administration during clinical. ~Each level incorporates simulation into the clinical experience: Level 1-adult/newborn assessment, cardiac, oxygenation & soft skills. Level 2 -OB/NB, cardiac, diabetes care (all sims include pediatric aspect) Level 3 OB/NB, cardiac, fluid & electrolytes/trach care (all sims include pediatric aspect). Level 4 cardiac (adult, infant, pedi, OB) Adult, pedi, infant burns 196

~Content delivery in classroom includes: lecture, discussion, AV materials, printed materials, CAI programs, role modeling, role playing, demonstration 4.7 Program length is congruent with the attainment of identified outcomes and consistent with the policies of the governing organization, state and national standards and best practices. (old plan: 12a,13c) Program length is congruent with the attainment of identified outcomes and consistent with the policies of the governing organization, state and national standards and best practices. Frequency: Annually in March Date Assessed: April 2, 2012 Assessor: JoAnne Settles Michelle Ulbrich Include but not limited to: ~Review student curriculum for both generic students and transition students and the distribution of required courses. Total credits should provide a balanced distribution of credits with no more than 60% allocated to nursing courses and total credits in the program are within 60-72 credits. ~NCLEX-RN pass rates verify the attainment of program outcomes ~Bloom s Taxonomy is being utilized and each level is reviewing each theory test and categorizing each question. A flow sheet has been created to trend exam questions per level. Actual Level of Achievement: Program length is congruent with the attainment of identified outcomes and consistent with the policies of the governing organization, state and national standards and best practices. Results ~Total credits fall within the defined parameters: Generic ADN program: 72 total hours-37 hrs (51.4%) of general education courses and 35 hrs (48.6%) in nursing courses ~New course descriptions were included in all syllabi to reflect the new wording from WECM ~All syllabi also included the BON new defined entry competencies, Differentiated Essential Competencies (DEC s) as course outcomes by levels by the task force on DEC s ~Requirements from the state of Texas have made necessary a change in the selection of general education courses: ENGL 1302 has been changed for next year s incoming class to a Humanities choice off of the VC Core Curriculum. ~Current students will complete the program as stated in their entering catalogs. ~Incoming Fall 2012 syllabi will use the newly stated WECM student outcomes for learning in the theory courses and will continue with the DEC s wording for the clinical syllabi. ~No follow-up needed Next Scheduled Review: March 2013 ~Master Syllabi for each course have been developed, presented, and approved by the VC Curriculum and Instruction Committee (CIC) ~Results of the Program Analysis of outcomes is ready for the CIC 197

hearing and comment period. 4.8 Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes; current written agreements specify expectations for all parties and ensure the protection of students. (old plan: 14a,b,c) 4.8.1 Student clinical experiences reflect current best practices and nationally established patient health and safety goals. (old plan: not directly assessed) 4.8 Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes; current written agreements specify expectations for all parties and ensure the protection of students. 4.8.1 Student clinical experiences reflect current best practices and nationally established patient health and safety goals. Frequency: Annually in October Date Assessed: March 19, 2012 Assessor: Stacy Barth Michelle Ulbrich Include but not limited to: ~Review of clinical agency affiliation agreements maintained by Allied Health Division Dean ~Discussion by faculty at curriculum meeting ~Verify with faculty that students are assigned to patients who best meet the learning outcomes of the clinical course for that level. ~Faculty review best practice and new goals and implement them into the curriculum. ~Clinical facilities are accredited by nationally recognized agencies. ~Curriculum and clinical experiences reflect best practices and nationally established patient health and safety goals. ~Review minutes from faculty-agency meetings ~NCLEX pass rates continue to be high-last testing group was 91% passing on the 1 st attempt; the 2 previous groups were 93% and 94% Actual Level of Achievement: Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes; current written agreements specify expectations for all parties and ensure the protection of students. Student clinical experiences reflect current best practices and nationally established patient health and safety goals. Results ~A written clinical affiliation agreement exists between Victoria College and all agencies used for clinical experiences for Victoria College Allied Health students. All agreements are signed by the college president and a designee of the agency annually. The dean of the Allied Health Division initiates and maintains all clinical affiliation agreements for the college Allied Health programs. New agencies are added at the request of an instructor or because a new facility has been opened. All agreements provide faculty members with the control and freedom to select appropriate learning experiences for students. ~No action needed ~No follow-up needed Next Scheduled Review: October 2012 ~When in the clinical setting, students are assigned to patients who best meet the learning outcomes for the clinical course for that level. Faculty review current best practices for specific types of 198

patients each semester prior to presenting the information to the students in theory. Hence, the current practice is expected during clinical performance. Also, each agency is accredited and, therefore, is practicing according to current standards. National patient safety goals are included in every level of the curriculum. In addition, the Chief Nursing officers and nurse managers of facilities meet with faculty annually at agency meetings. ~The following best practices are being utilized in clinical facilities: 4.9 Distance Education Learning activities, instructional materials, and evaluation methods are appropriate for the delivery format and consistent with student learning outcomes. (old plan: not directly assessed) Learning activities, instructional materials, and evaluation methods are appropriate for the delivery format and consistent with student learning outcomes. Frequency: Annually in April Date Assessed: N/A Assessor: N/A Include but not limited to: ~ Monthly curriculum meetings ~Review delivery formats, learning activities and instructional materials used and verify with faculty that outcomes are being met using them. ~Review how online program communicates and delivers curriculum ~Review how online students are tested & their lab and simulation experiences Automated medication administration systems. Hand Hygiene standards. Protective devices for sharps. Insulin Flex pens. Hourly Rounding. Critical Pathways. Current annual Hospital National Patient Safety Goals. ~Standard 4.9 was not assessed as planned due to a mistake on the newly constructed systematic plan of evaluation. ~The standard was not designated as distance education so the assessment that took place was invalid. ~The appropriate corrections have been made to the systematic plan of evaluation. Standard 4.9 will be evaluated in September 2012 Next Scheduled Evaluation: September 2012 199

compared to face to face students. Discussion at faculty meetings 200

Victoria College ASSOCIATE DEGREE NURSING SYSTEMATIC PLAN OF EVALUATION Resources Standard 5: Fiscal, physical, and learning resources promote the achievement of the goals and outcomes of the nursing education unit. COMPONENT / INDICATOR PLAN IMPLEMENTATION OF PLAN REVIEW OF PLAN FREQUENCY/ ASSESSMENT RESULTS OF DATA COLLECTION & FOLLOW-UP / DATE ASSESSED/ METHODS ANALYSIS (including actual level EVALUATION ASSESSOR of achievement) (if needed) EXPECTED LEVEL OF ACHIEVEMENT ACTIONS FOR PROGRAM DEVELOPMENT, MAINTENANCE OR REVISION 5.1 Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization. (old plan:15a,b,c) Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization Frequency: Annually in February Date Assessed: February 6, 2012 Assessor: Tami Hurley Michelle Ulbrich Include but not limited to: ~Interview ADN Chair if fiscal allocations of the nursing education unit are sufficient to achieve program outcomes and if they are commensurate with the resources of the governing organization. ~Discuss at faculty meeting perception of faculty on adequacy of fiscal allocations ~Discuss any changes in funding Actual Level of Achievement: Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization. Results: ~Victoria College administration has been a great financial supporter for the Associate Degree Nursing Program. The ADN program consistently has the largest instructional program budget at the college. ~Most of the funds are from the general college funds, but also the program receives funds from federal, state and private foundation grants. Local hospitals also periodically provide additional funds for faculty salaries, professional development and other program endeavors. ~No actions needed ~No follow-up needed Next Scheduled Review: February 2013 ~In the 2011-2013 biennium, state funding was significantly reduced. Victoria College had a 3.6 million dollar reduction in state funding over the 2 years. ~Over the past 8 years, the number of fulltime ADN faculty members has been reduced from 17 to 14. This reduction has required more adjunct positions to be filled. ~The counseling department has been restructured so the majority of the advising is 201

done with the faculty members as a part of their regular workload. ~NCLEX-RN pass rates continue to be high despite the challenges with the decrease in state funding. 5.2 Physical resources (classrooms, laboratories, offices, etc) are sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of faculty, staff, and students (old plan: 18a) Physical resources (classrooms, laboratories, offices, etc) are sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of faculty, staff, and students Frequency: Annually in February Date Assessed: February 6, 2012 Assessor: Tami Hurley Michelle Ulbrich Include but not limited to: ~Discuss faculty perceptions about physical facilities regarding size and adequacy to support teaching strategies ~Analyze student evaluations of physical resources. Theory-# 11,12 & 13 Clinical #8 ~Compare ADN faculty input into student evaluations. Actual Level of Achievement: Physical resources (classrooms, laboratories, offices, etc.) are sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of faculty, staff, and students Results: ~The Health Science Center (HSC) is approximately 130, 000 square feet of which 40,000 square feet is used by nursing programs. All fulltime faculty have a private office and adjunct faculty share an office. All faculty have access to a printer, fax machine and scanner. ~There are 4 lecture rooms which have state of the art technology to assist faculty during lecture. There are 3 computer labs that are available to students in the HSC with a total of 97 computers between the 3 labs. ~Continue to utilize Meeting Room Manager and review in coordinators meetings as needed to anticipate concerns or overlaps of physical facilities to ensure learning remains at a high level. ~No follow-up needed Next Scheduled Review: February 2013 ~The HSC also has 2 large learning labs and one small learning lab. There are also 4 simulation rooms with SIM Man s and recording capability. There are 2 classrooms attached to the large learning labs. ~Since Fall 2009, our student evaluation scores on topics related to classrooms, lab spaces, and clinical sites have scored greater than 4.35 (out of a high score of 5) with the most recent data from Spring 2011 showing a score of 4.63. ~With the increase in ADN students and the addition of the PTA program, the use of space for classroom instruction and clinical sites forced the faculty to look diligently at 202

schedules for flexibility and teamwork to facilitate learning for all users of the Health Science Center and other sites. 5.3 Learning resources and technology are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery (old plan: 17a,b,c) Learning resources and technology are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery Frequency: Annually in February Date Assessed: February 6, 2012 Assessor: Michelle Ulbrich Include but not limited to: ~Compare faculty input to VC technology plan and analyze. Assess adequacy of plan to meet current and projected needs. ~Analyze student evaluations Theory #9,10,14,16, 17,18,19 Clinical # 10,11,12 ~Discuss technology available in lab and classroom ~Discuss technology available at Gonzales Center ~Faculty use Meeting Room Manager to book classrooms, labs, and clinical sites. The faculty have to be flexible with other faculty and programs since the number of students is large. Actual Level of Achievement: Learning resources and technology are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery Results: ~Students at Victoria College have access to the Victoria College/University of Houston Victoria Library. The library has a website that can be accessed from any computer with internet access; http://vcuhvlibrary.uhv.edu. It provides an online catalog, databases and interlibrary loan requests. This is very convenient for distance education students. The library has a distance education librarian to help off campus students retrieve materials. ~Students continue to be pleased with library services. On a scale of 1-5 with 5 being the best, students rated library services the following: Spring 2010-4.02 *Summer 2010-4.67 Fall 2010-4.24 Spring 2011-4.5 *Online course ~Learning Resources available to ADN students are state of the art. The new Health Science Center (HSC) is available to all students and provides Vital Sim mannequins, Sim Man s, essential lab equipment and simulation rooms. Students have access to this equipment during lab times, by setting up appointments with the learning lab coordinator or attending open lab times that are scheduled throughout the week. ~Conducting separate course evaluations for distance education students continues to be a challenge. The Summer class (RNSG 1327) that is held is with the LVN/ADN students and there are no other students with them. The theory is all online. Therefore, the summer classes are not an issue. In the Fall, the transition students join level 3 (RNSG 2514) with the generic ADN students and in the Spring are in level 4 (RNSG 2535). The Fall and Spring continue to be a challenge for conducting separate evaluations for distance education students. ~Even though separate May 2012 ~In May 2012, separate evaluations were conducted for the distance education students in level 4. ~Continue to remind course coordinators that separate evaluations are needed. ~Recommend to Faculty Committee in Fall 2012 that Standards 5.3 and 5.4 be combined in the Systematic Plan of Evaluation because very similar information is requested. ~Michelle Ulbrich Evaluation Committee Chair Next Scheduled Review: February 2013 203

~The Gonzales Center is also available to students and is utilized by many distance education students. The Center has a nursing lab with 10 beds, 6 mannequins, and 2 Sim Man s. It also has computer labs that can be utilized by students. ~Computer labs are situated throughout the Health Science Center and there are 97 computers available to students within the HSC. There are also other computer labs available across campus. These computers are available during the times that the buildings are open unless it is reserved for a class. A computer help desk is also available to students, faculty and staff for technical support. ~ Panopto software is used in many classrooms which provides students access to audio, PowerPoint and a video of the instructor during class time. This has become very useful for the distance education students. Other available technology available in the classroom includes: internet access, PowerPoint, DVD/VCR, microphone, document camera, projectors evaluations have not been conducted lately, the results of the combined evaluations demonstrate that students are pleased with the learning resources and technology available to them. ~The course coordinators for Level 3 and 4 have decided to take on the responsibility of making sure separate evaluations occur. This will hopefully solve the problem. ~ Students continue to be pleased with technology services. On a scale of 1-5 with 5 being the best, students rated library services the following: Computer Resources Spring 2010-4.16 *Summer 2010-4.67 Fall 2010-4.44 Spring 2011-4..55 *Online course Supplemented computer-assisted instruction Spring 2010-4.26 *Summer 2010-4.53 Fall 2010-4.24 Spring 2011-4.57 *Online course 204

Technology Assistance Spring 2010-4.27 *Summer 2010-4.61 Fall 2010-4.20 Spring 2011-4..57 *Online course 5.4 Distance Education Fiscal, physical, technological, and learning resources are sufficient to meet the needs of faculty and students and ensure that students achieve learning outcomes. (old plan: 17a,18 ) Fiscal, physical, technological, and learning resources are sufficient to meet the needs of faculty and students and ensure that students achieve learning outcomes. Frequency: Annually in February Date Assessed: February 6, 2012 Assessor: Debbie Pena/ Michelle Ulbrich Include but not limited to: ~Analyze student evaluations for generic and distance education students Theory # 9,10,11,12,13,16 added# 7,11,14,17-20 Clinical # 8,10,11,12 added # 5, 7 ~Discuss availability to generic and distance education students on library resources, tech support, and physical and learning resources including Gonzales Center AV Resources Spring 2010-4.37 *Summer 2010-4.42 Fall 2010-4.13 Spring 2011-4.49 *Online course Actual Level of Achievement: Fiscal, physical, technological, and learning resources are sufficient to meet the needs of faculty and students and ensure that students achieve learning outcomes. Results: ~Students at Victoria College have access to the Victoria College/University of Houston Victoria Library. The library has a website that can be accessed from any computer with internet access; http://vcuhvlibrary.uhv.edu. It provides an online catalog, databases and interlibrary loan requests. This is very convenient for distance education students. The library has a distance education librarian to help off campus students retrieve materials. ~Students continue to be pleased with library services. On a scale of 1-5 with 5 being the best, students rated library services the following: Spring 2010-4.02 *Summer 2010-4.67 Fall 2010-4.24 Spring 2011-4.5 *Online course ~Learning Resources available to ADN students are state of the art. The new Health Science Center (HSC) is available to all students and provides Vital Sim mannequins, Sim Man s, essential lab ~Conducting separate course evaluations for distance education students continues to be a challenge. The Summer class (RNSG 1327) that is held is with the LVN/ADN students and there are no other students with them. The theory is all online. Therefore, the summer classes are not an issue. In the Fall, the LVN/ADN students join level 3 (RNSG 2514) with the generic ADN students and in the Spring are in level 4 (RNSG 2535). The Fall and Spring continue to be a challenge for conducting separate evaluations for distance education May 2012 ~In May 2012, separate evaluations were conducted for the distance education students in level 4. ~Continue to remind course coordinators that separate evaluations are needed. ~Recommend to Faculty Committee in Fall 2012 that Standards 5.3 and 5.4 be combined in the Systematic Plan of Evaluation because very similar information is requested. ~Michelle Ulbrich Evaluation Committee Chair Next Scheduled Review: February 2013 205

equipment and simulation rooms. Students have access to this equipment during lab times, by setting up appointments with the learning lab coordinator or attending open lab times that are scheduled throughout the week. ~The Gonzales Center is also available to students and is utilized by many distance education students. The Center has a nursing lab with 10 beds, 6 mannequins, and 2 Sim Man s. It also has computer labs that can be utilized by students. ~Computer labs are situated throughout the Health Science Center and there are 97 computers available to students within the HSC. There are also other computer labs available across campus. These computers are available during the times that the buildings are open unless it is reserved for a class. A computer help desk is also available to students, faculty and staff for technical support. ~ Panopto software is used in many classrooms which provides the student access to audio, PowerPoint and a video of the instructor during class time. This has become very useful for the distance education students. Other available technology available in the classroom includes: internet access, PowerPoint, DVD/VCR, microphone, document camera, projectors students. ~Even though separate evaluations have not been conducted lately, the results of the combined evaluations demonstrate that students are pleased with the learning resources and technology available to them. ~The course coordinators for Level 3 and 4 have decided to take on the responsibility of making sure separate evaluations occur. This will hopefully solve the problem ~ Students continue to be pleased with technology services. On a scale of 1-5 with 5 being the best, students rated library services the following: Computer Resources Spring 2010-4.16 *Summer 2010-4.67 Fall 2010-4.44 Spring 2011-4..55 *Online course Supplemented computer-assisted instruction Spring 2010-4.26 206

*Summer 2010-4.53 Fall 2010-4.24 Spring 2011-4.57 *Online course Technology Assistance Spring 2010-4.27 *Summer 2010-4.61 Fall 2010-4.20 Spring 2011-4..57 *Online course AV Resources Spring 2010-4.37 *Summer 2010-4.42 Fall 2010-4.13 Spring 2011-4.49 *Online course ~Total Program Cost to the students for the 2011-2012 academic year was as follows: ADN (In-County) $5,001 ADN (Out-of-County $6,740 LVN/ADN (In-County) $3,580 LVN/ADN (Out-of-County) $4,693 ~The program cost is reasonable and financial aid is available for students that need assistance. ~NCLEX 1 st time pass rates continue to validate that fiscal, physical, technological, and learning resources are sufficient to meet the needs of faculty and students. ~While the program s retention rate is not ideal, many factors contribute to that number including: lack of available faculty to accept more students, leaving many students that have not been successful in the program unable to graduate within 6 semesters. However, with the implementation of faculty advising and faculty tutoring and academic status reports, there has been a slight improvement in that number. 207

Victoria College ASSOCIATE DEGREE NURSING SYSTEMATIC PLAN OF EVALUATION Outcomes Standard 6: Evaluation of student learning demonstrates that graduates have achieved identified competencies consistent with the institutional mission and professional standards and that the outcomes of the nursing education unit have been achieved. COMPONENT / INDICATOR PLAN IMPLEMENTATION OF PLAN REVIEW OF PLAN EXPECTED LEVEL OF FREQUENCY/ ASSESSMENT RESULTS OF DATA COLLECTION & ACTIONS FOR FOLLOW-UP / ACHIEVEMENT DATE METHODS ANALYSIS (including actual level PROGRAM EVALUATION ASSESSED/ of achievement) DEVELOPMENT, (if needed) ASSESSOR MAINTENANCE OR REVISION 6.1 The Systematic Plan of Evaluation emphasizes the ongoing assessment and evaluation of the student learning and program outcomes of the nursing education unit and NLNAC standards. (old plan: 22a,b) The Systematic Plan of Evaluation emphasizes the ongoing assessment and evaluation of the student learning and program outcomes of the nursing education unit and NLNAC standards. Frequency: Every 2 years (even years) in February Date Assessed: February 6, 2012 Assessor: Michelle Ulbrich Include but not limited to: ~Review and compare current NLNAC standards with ADN evaluation plan. ~Ensure that the NLNAC standards are evaluated according to the Systematic Plan of Evaluation master schedule and as needed Actual Level of Achievement: The Systematic Plan of Evaluation emphasizes the ongoing assessment and evaluation of the student learning and program outcomes of the nursing education unit and NLNAC standards. Results: ~December 2011, faculty approved the new Systematic Plan of Evaluation (SPE) which incorporates the 2008 NLNAC Standards. The old SPE was based on the NLNAC 2004 standards. The new SPE will be implemented for use Spring 2012. The SPE is written so that all standards are evaluated a minimum of every 2 years. Most of the standards are evaluated yearly. ~It was decided that the Curriculum Committee will evaluate Standard 4 during the monthly meetings and give a brief report on the implementation and actions decided. ~It was decided to add an additional standard (Standard 6.5.5) which will evaluate the Student Learning Outcomes which are the Differentiated Essential Competencies (DEC s). This standard will be evaluated yearly or as needed. Standard 6.5.5 will not be evaluated until September 2012 because the information needed to evaluate this standard will not be available till the end of the Spring 2012 semester. May 2012 ~Recommend to Faculty Committee in Fall 2012 that Standards 5.3 and 5.4 be combined in the Systematic Plan of Evaluation because very similar information is requested. ~Standard 4.9 will need to be evaluated Fall 2012 since it was not evaluated in Spring 2012 due to an error in the new systematic plan of evaluation. ~Michelle Ulbrich MSN, RN Evaluation Committee Chair ~During the Spring 2012 semester, the entire SPE will be evaluated. In the Fall 2012, the SPE will be evaluated on a rotating schedule. Next Review: September 2012 Next Scheduled Review: 208

~The program outcomes are evaluated yearly or as needed. February 2014 6.2 Aggregated evaluation findings inform program decision making and are used to maintain or improve student learning outcomes. (old plan:22c,d) Aggregated evaluation findings inform program decision making and are used to maintain or improve student learning outcomes Frequency: Annually in March Date Assessed: March 5, 2012 Assessor: Tami Hurley Michelle Ulbrich Include but not limited to: ~Summarize program improvement decisions made as a result of the evaluation process ~Review evaluation findings for evidence of aggregation, trending, and analysis of data during plan implementation. Actual Level of Achievement: Aggregated evaluation findings inform program decision making and are used to maintain or improve student learning outcomes Results: ~Each month, the evaluation and curriculum committee reviews and analyzes data and brings recommendations to the faculty meetings. ~Faculty review multiple data items such as NCLEX-RN pass rates, graduation rates, employer and graduate survey results as these results are reported in a variety of meetings. ~Continue to gather data and make changes as information dictates to ensure excellence in our program. April 30, 2012 ~It was decided in the faculty meeting to institute that for every level in the ADN program, students should be given 3 attempts to pass the MAC. If the student is unsuccessful after the 3 rd attempt, the student will be dismissed from the program. ~Michelle Ulbrich MSN, RN Evaluation Committee Chair ~Results of the data drive changes to curriculum in theory and clinical, and many other aspects of the ADN program. Next Scheduled Review: March 2013 Examples of recent changes that have been made as a result of the evaluation process include: Instituted an adjunct faculty orientation to increase consistency with adjunct and full-time instructors Instituted mandatory meeting with ADN Chair with elected student representative for the Curriculum Committee to help the student understand their important voice in the meetings Instituted tracking of Bloom s taxonomy to insure increase in complexity Instituted a task force to help review and implement the new Differentiated Essential 209

Competencies (DEC s) required by the Texas Board of Nursing Instituted Medication Administration Competency (MAC) Task Force/Committee to help standardize the medication administration competency test across all levels. 6.3 Evaluation findings are shared with communities of interest (old plan: don t directly assess) Evaluation findings are shared with communities of interest Frequency: Annually in February Date Assessed: February 6, 2012 Assessor: Debbie Pena Michelle Ulbrich Include but not limited to: ~Review advisory council, agency meetings and studentfaculty liaison meeting minutes Actual Level of Achievement: Evaluation findings are shared with communities of interest Results: ~NCLEX-RN pass rates, the number of student applicants, the number of graduates, and graduate surveys are shared annually with affiliated agencies at Advisory Council meetings, Agency meetings, and Student-Faculty Liaison meetings. ~No actions needed ~No follow-up needed Next Scheduled Review: February 2013 6.4 Graduates demonstrate achievement of competencies appropriate to role preparation. (old plan: 23b,d) Graduates demonstrate achievement of competencies appropriate to role preparation. Frequency: Annually in April Date Assessed: April 2, 2012 Assessor: Tami Hurley Michelle Ulbrich Include but not limited to: ~measured by NCLEX- RN pass rates ~graduate surveys ~employer surveys ~Annually, each level reviews course evaluations and reports to the faculty during faculty meetings and scrutinizes and analyzes the results of the evaluations. The level seeks approval for any changes the level deems necessary as a result of the course evaluations. Actual Level of Achievement: Graduates demonstrate achievement of competencies appropriate to role preparation. Results: ~First time pass rates are consistently greater than 85% and greater than 96% for second time pass rate since Fall 2007. With one exception (Spring 2010) ~Our employer surveys show satisfaction at the average or higher ratings. The Spring 2010 survey resulted in a 84.6% average or better As results from Spring 2011 surveys are available, review for student preparation to ensure our students continue to meet the needs of our employers and public. Spring 2012 Agency Meetings ~The topic of job accountability was brought up at the Spring 2012 agency meetings. Agencies felt that no significant intervention was needed at this time. ~Michelle Ulbrich MSN, RN Evaluation Committee Chair 210

satisfaction rate; however, the survey had a low return rate. ~There were concerns of low performance related to accountability and teaching plans. These are areas that are assessed with every student each semester. Next Scheduled Review: April 2013 6.5.1 The licensure pass rates will be at or above the national mean (old plan: 23a,b,c,d) Program Outcome 85% of all graduates will pass NCLEX-RN on the first attempt Frequency: Annually in April Date Assessed: April 2, 2012 Assessor: Michelle Ulbrich Include but not limited to: ~Review NCLEX-RN reports for academic year (Fall through Summer) ~Compare online students to traditional students and note significant differences ~Evaluate standardized testing (ATI) as a predictor of student success on NCLEX-RN ~Review from graduate surveys (# 4) number that took an NCLEX-RN review course ~Discussion at faculty meetings on ways to increase pass rates if needed ~Review licensure pass rates for both generic and transition students separately ~Analyze success of students according to content areas of NCLEX-RN and note trends ~To facilitate an increased return of employer surveys, we have changed our process for student permission of employer feedback. We are awaiting our Spring 2011 surveys to evaluate results for needed interventions. Actual Level of Achievement: 85% of all graduates pass NCLEX- RN on the first attempt when looking at rates for an academic year. Results: ~Licensure pass rates continue to be at or above the national mean for 1 st time NCLEX-RN test takers. The academic year total 1 st time pass rates over the last 4 years has been above 89%. ~When comparing online and face to face graduates, the 1 st time NCLEX-RN pass rates over the past 4 years are very comparable to each other validating that students are comprehending the material regardless of the delivery method. In Spring 2012, the online students actually did better than the face to face students. ~See the systematic plan of evaluation binder, standard 6.5.1, for a detailed chart of NCLEX-RN pass rates and distance education and face to face students. ~Continue to encourage students to take a review course prior to taking the NCLEX. ~Continue to encourage students to purchase NCLEX- RN review books starting in Level 1 or 2. ~Monitor the NCLEX-RN pass rate comparison to ensure that both delivery methods continue to be comparable with the 1 st time pass rates. May 2012 ~After reviewing the NCLEX-RN pass rates that were presented at the April 2, 2012 faculty meeting, I discovered that some of the first time NCLEX-RN pass rate numbers were incorrect. For the Fall 2008, the first time pass rate was 70%. For the Fall 2009, the first time pass rate was 90%. For the Fall 2010 the first time pass rate was 84%. For the Fall 2011, the first time pass rate is 95%. ~The first time pass rate was down in 2008 due to the change in the NCLEX-RN test plan. After this dip in scores, the faculty instilled in graduating students ways to better prepare for NCLEX-RN and the importance of a review course. The past few semesters, our graduates have scored higher than the national average. 211

~An accurate chart of the NCLEX-RN pass rates can be found in the NLNAC self study. ~Michelle Ulbrich MSN, RN Evaluation Committee Chair Next Scheduled Review: April 2013 6.5.2 Expected levels of achievement for program completion are determined by the faculty and reflect program demographics, academic progression, and program history (old plan: 23b) Program Outcome 85% of students will graduate within 6 semesters of entering level 1 (correlates with the Texas board of nursing criteria) 85% of transition students will graduate within 5 semesters of entering the program Frequency: Annually in March Date Assessed: April 2, 2012 Assessor: Michelle Ulbrich Include but not limited to: ~Review completion rate report ~Review reasons for students not completing the program within 3 years ~Review completion rates for generic and transition rates separately ~Discuss at faculty meetings ways to improve completion rate if needed Actual Level of Achievement: The goal of having 85% of students graduating within 6 semesters of entering level 1 (correlates with the Texas board of nursing criteria) has not been met consistently in the past 3 years. The goal of 85% of transition students graduating within 5 semesters of entering the program has been met the last 2 years but still is inconsistent. Results: ~Theory and clinical failures are the biggest contributor for students not able to complete in the expected time. Being able to re-admit these students in a timely manner is a challenge since our number of faculty do not allow many extra students. ~Continue to provide tutoring and academic progress reports to increase completion rates. ~No follow-up needed Next Scheduled Review: April 2013 ~Faculty have instituted tutoring and academic progress reports to help increase student success. Students have the opportunity to attend group tutoring that is set at a specific time each week. The course coordinators meet with students that are struggling after each exam to help them develop good study habits and discuss what may be hindering their success. 212

~Online students have shown a higher completion rate. This may be due to more experience since they already have a license. 6.5.3 Program satisfaction measures (qualitative and quantitative) address graduates and their employers (old plan: 23a) Program Outcome 85% of graduates will rate job competency as average or better 85% of employers will rate overall job performance as average or better. Frequency: Annually in March Date Assessed: April 2, 2012 Assessor: Michelle Ulbrich Include but not limited to: ~Review employer satisfaction survey results (#31) ~Review graduate survey results (# 15) ~Discuss at faculty meetings ways to improve if needed ~Discuss at advisory meetings if any suggestions for improvement ~See the systematic plan of evaluation binder, standard 6.5.2, for a detailed chart. Actual Level of Achievement: 85% of graduates rate job competency as average or better 85% of employers rate overall job performance as average or better Results: ~The AD Nursing Program surveys graduates 6 months after graduation. Survey results are reviewed and return rates are improving, but still are at less than 40% for students. Employer survey returns are about half that of the student rate. ~Continue to encourage students and employers to send back the surveys. ~Offering an incentive to mail them back was mentioned to increase validity. ~Agency meetings are held every Spring and continue to provide us with valuable feedback ~No follow-up needed Next Scheduled Review: March 2013 ~The overall results, based on this limited sampling, indicate both employer and student satisfaction with the program. In addition to this formal survey process, faculty interact with employers during clinical times. Feedback from the nurse managers as well as administration indicates general satisfaction with graduates. This satisfaction is also reflected in comments received at the annual Advisory Meeting. Employer Surveys Spring 2010-85% satisfied Fall 2009 100% satisfied Spring 2009 100 satisfied Fall 2008 100% satisfied Return Rates for Employer Surveys Spring 2010 13/65 Fall 2009 13/35 213

Spring 2009 10/65 Fall 2008 1/26 Graduate Surveys Spring 2010 100% satisfied Fall 2009 100% satisfied Spring 2009 100% satisfied Fall 2008 100% satisfied Return Rates for Graduate Surveys Spring 2010 26/65 Fall 2009 19/35 Spring 2009 28/65 Fall 2008 6/26 6.5.4 Job placement rates are addressed through quantified measures that reflect program demographics and history (old plan: 23a) Program Outcome: 85% of licensed graduates will be employed as RN s within one year of graduation Frequency: Annually in March Date Assessed: April 2, 2012 Assessor: Michelle Ulbrich Include but not limited to: ~Review student satisfaction survey results (# 8) ~See the systematic plan of evaluation binder, standard 6.5.3, for a detailed chart. Actual Level of Achievement: 85% of licensed graduates are employed as RN s within one year of graduation Results: ~Students have indicated that they are able to find employment in nursing when they want to work. ~Of those who returned surveys in the last 4 years, all except three students were working in nursing or pursuing education. Of those three, two were not working by choice and the third was employed outside of nursing. There was no elaboration about why that one student was not employed in nursing. Employed in Nursing Spring 2010-25 graduates Fall 2009 17 graduates Spring 2009 27 graduates Fall 2008 6 graduates Return Rates for Graduate Surveys Spring 2010 26/65 Fall 2009 19/35 ~The small number of graduate and employer surveys that have been received has actually improved over the last few years because of interventions by faculty. ~During the last semester of the program faculty and the Program Chair speak to the students about the importance of the survey data and encourage them to return them when they are mailed in 6 months. Each student is also asked to sign permission for the program to ask employers about their work after they leave the ~No follow-up needed Next Scheduled Review: April 2013 214

Spring 2009 28/65 Fall 2008 6/26 ~Low return rates for graduate surveys continue to be a problem, but have improved over the past few years. ~See the systematic plan of evaluation binder, standard 6.5.4 for a detailed chart. program. ~Previously, these permission forms were a part of the survey packet sent to students and the program was limited by the number of permits returned with the surveys. Now, the program has permission to survey employers without having to wait for the students to respond to their survey letters. 6.5.5 Student learning outcomes are assessed regularly and expected levels of achievement are obtained 6.6 Distance Education: The systematic plan for evaluation encompasses students enrolled in distance education and includes evidence that student learning and program outcomes are comparable for all students. (old plan: didn t assess) Student Learning Outcome: 85% of students will achieve the Differentiated Essential Competencies (DECs) in all nursing courses (Theory & clinical) *Theory- the student must make a C or better *Clinical-the student must make a S The systematic plan for evaluation encompasses students enrolled in distance education and includes evidence that student learning and program outcomes are comparable for all students. Frequency: Annually in September Date Assessed: Assessor: Frequency: Annually in March Date Assessed: March 5, 2012 Assessor: Debbie Pena Include but not limited to: ~number of students that passed each level theory course with a C or better ~number of students that passed each level clinical course with a C or better ~gather information on factors that contributed to students that were unsuccessful Include but not limited to: ~The plan includes data for online students and they are compared to traditional students when applicable. The results of the two groups will be comparable ~Will be evaluated in September 2012 ~Standard 6.5.5 was added to the SPE in February 2012. Data needed for evaluation of this standard could not be gathered before our last meeting of the Spring 2012 semester. Actual Level of Achievement: The systematic plan for evaluation encompasses students enrolled in distance education and includes evidence that student learning and program outcomes are comparable for all students. Results: ~The systematic plan of evaluation encompasses distance education in almost every standard. NCLEX-RN Not applicable ~Review Summer 2011, Fall 2011, & Spring 2012 retention rates as soon as data is ready. ~May also review student course evaluations when available. ~Conducting separate course Not applicable ~In May 2012, separate evaluations were conducted for the distance education students in level 4. ~Continue to remind course coordinators that separate evaluations are needed. Next Scheduled 215

pass rates are comparable between face to face students and online students as mentioned in 6.5.1 ~Retention rates seem to be higher with the online students than the face to face students. ~Online course evaluations are to be completed at the conclusion of each online course. They are compared with face-to-face evaluations for significant discrepancies and are reported with the level evaluation summaries yearly. However, the past few years the conducting of separate evaluations for online and face to face students have been a challenge. ~Online Cohort 2010-2011: Summer 2010 RNSG 1327, 25 online students, 24 retained, 1 W for a 96% retention rate Fall 2010 RNSG 2514, 10 distance learning students, 10 retained; 100% Fall 2010 RNSG 2514, 65 face-to-face students, 65 retained; 100% Spring 2011 RNSG 2535, 17 online students, 17 passed with A, B, or C; 100% Spring 2011 RNSG 2535, 57 face-toface students, 49 passed with A, B, or C; 86% Resource: www.victoriacollege.edu/campusprofiles ~High retention rates prove that student learning and program outcomes are comparable for online and face-to-face students. (See 6.5.1) evaluations for distance education students continues to be a challenge. The Summer class (RNSG 1327) that is held is with the LVN, ADN students and there are no other students with them and the theory is all online. Therefore, the summer classes are not an issue. ~ In the Fall, the LVN, ADN students join level 3 (RNSG 2514) with the generic ADN students and in the Spring are in level 4 (RNSG 2535). The Fall and Spring continue to be a challenge for conducting separate evaluations for distance education students. Review: March 2013 216