The University of North Carolina at Chapel Hill SELF-STUDY REPORT. Presented to the Commission on Collegiate Nursing Education

The University of North Carolina at Chapel Hill SELF-STUDY REPORT 2011 Presented to the Commission on Collegiate Nursing Education Kristen M. Swanson, PhD, RN, FAAN Dean & Alumni Distinguished Professor

PROGRAM INFORMATION FORM Commission on Collegiate Nursing Education One Dupont Circle, NW, Suite 530 Washington, DC 20036-1120 GENERAL INFORMATION Official Name of Institution: University of North Carolina at Chapel Hill Type of Institution (check one): public private, secular private, religious proprietary Institution s Carnegie Classification: RU/VH Chief Executive Officer of Institution (Full Name and Title): Holden Thorpe, Chancellor Official Name of Nursing Unit: School of Nursing Chief Nurse Administrator (Full Name and Title): Kristen Swanson, Dean Address: CB #7460, Carrington Hall City: Chapel Hill State: NC Zip Code: 27599-7460 Phone: (919) 966-3731 Fax: (919) 966-1280 E-mail address: swansok@email.unc.edu Web site address (URL) of institution: http://www.unc.edu/index.htm Web site address (URL) of nursing unit: http://nursing.unc.edu/index.htm Web site address (URL) of institution s catalog (if available electronically): http://www.unc.edu/ugradbulletin/ and http://handbook.unc.edu/table.html Web site address (URL) of nursing student handbook (if available electronically): http://nursing.unc.edu/current/student-handbook/index.htm Check here to verify that the Chief Nurse Administrator, identified above, has approved this completed form and confirms its contents as of September 29, 2011. (date) 1

ACCREDITATION AND APPROVAL Institutional Accreditation: INSTITUTIONAL ACCREDITOR (identify agency name) Southern Association of Colleges and Schools LAST REVIEW NEXT SCHEDULED REVIEW (year) (year) 2005-06 2011-12 (Interim) Specialized Accreditation: SPECIALIZED ACCREDITOR Council on Accreditation of Nurse Anesthesia Educational Programs Accreditation Commission for Midwifery Education Commission on Collegiate Nursing Education National Association for Nurse Practitioners in Reproductive Health National League for Nursing Accrediting Commission LAST REVIEW (year) NA NA Baccalaureate in Nursing 2001 Master s in Nursing 2001 Doctor of Nursing Practice NA NA Baccalaureate in Nursing 1996 Master s in Nursing 1996 Doctor of Nursing Practice NA NEXT SCHEDULED REVIEW (year) NA NA Baccalaureate in Nursing 2011 Master s in Nursing 2011 Doctor of Nursing Practice NA NA Baccalaureate in Nursing NA Master s in Nursing NA Doctor of Nursing Practice NA State Board of Nursing Approval: Name of applicable state board of nursing: NC Board of Nursing NURSING PROGRAM APPROVED LAST REVIEW (year) NEXT SCHEDULED REVIEW (year) Baccalaureate 2001 2011 Master s NA NA Doctor of Nursing Practice NA NA Add any relevant comments regarding state accreditation and approval:

NURSING PROGRAM INFORMATION Degree Programs Offered, Student Data: Identify all baccalaureate and master s degree tracks offered by the nursing unit. For each track, list current enrollment data, as well graduation data for the previous academic year. For the baccalaureate program, include only nursing students (not pre-nursing students). NURSING PROGRAM (identify all tracks) NUMBER OF STUDENTS ENROLLED NUMBER OF GRADUATES Baccalaureate Generic 310 135 RN 31 24 Second Career (Fast Track) 38 65 Other (specify) Totals: 379 224 Master s (Identify all tracks offered) Adult-Gerontology Nurse Practitioner 55 10 Family Nurse Practioner 93 28 Health Care Systems 30 6 Pediatrics Nurse Practioner-Primary Care 46 8 Psychiatric Mental Health Clinical Nurse 1 6 Specialist/Nurse Practitioner Psychiatric Mental Health Nurse 23 0 Practitioners Women's Health Nurse Practitioner 13 2 Women's Health/Family Nurse Practitioners 13 3 Doctor of Nursing Practice (Identify all tracks/majors offered and indicate whether post-baccalaureate or post-master s) Totals: 274 63 Totals: NA NA Identify any post-master s certificate programs offered by the nursing unit: AGNP, FNP, HCS, PNP, PMHNP, WHNP, WH/FNP Identify any doctoral degree programs (other than the Doctor of Nursing Practice program) offered by the nursing unit: PhD Identify any joint degree programs in nursing offered with any other unit at the institution (e.g., MSN/MPH with the School of Public Health): MSN/MSIS and MSN/MSLS

NCLEX-RN Pass Rates for the Last Three Years (Academic or Calendar): Year # Students Taking NCLEX-RN for 1st Time NCLEX-RN Pass Rate for 1st Time Test Takers NCLEX-RN Pass Rate for All Test Takers 2008 187 97% 94% 2009 179 97% 96% 2010 220 95% 94% Certification Pass Rates for the Last Three Years (Academic or Calendar): Year Certification Organization Certification Exam (by specialty area) # Students Taking Exam Certification Pass Rate 2008 ANCC ANP 6 100% 2008 AANP ANP Not reported Not reported 2008 ANCC FNP 8 100% 2008 AANP FNP 8 88% 2008 ANCC PMH-Adult NP Not reported Not reported 2008 ANCC PMH-Family NP Not reported Not reported 2008 PNCB PNP-PC 7 86% 2008 NCC WHNP 3 100% 2009 ANCC ANP 10 100% 2009 AANP ANP Not reported Not reported 2009 ANCC FNP 14 93% 2009 AANP FNP 16 100% 2009 ANCC PMH-Adult NP 7 86% 2009 ANCC PMH-Family NP 8 75% 2009 PNCB PNP-PC 9 100% 2009 NCC WHNP 10 90% 2010 ANCC ANP 3 100% 2010 AANP ANP Not reported Not reported 2010 ANCC FNP 16 93.5% 2010 AANP FNP 11 78% 2010 ANCC PMH-Adult NP 4 75% 2010 ANCC PMH-Family NP 5 100% 2010 PNCB PNP-PC 8 100% 2010 NCC WHNP 11 100%

Nursing Program Faculty: CCNE recognizes that faculty members may teach across program levels. Nonetheless, the institution must estimate the faculty full-time-equivalent by program level for the academic year in which this form is submitted. Identify the number (headcount) of faculty currently devoted to the nursing unit: # FULL-TIME # PART-TIME TOTAL # FACULTY 86 31 117 Identify the faculty full-time-equivalent (FTE) currently devoted to the baccalaureate degree program: FULL-TIME FTE PART-TIME FTE TOTAL FACULTY FTE 29.32 11.11 40.43 Identify the faculty full-time-equivalent (FTE) currently devoted to the master s degree program: FULL-TIME FTE PART-TIME FTE TOTAL FACULTY FTE 11.82 3.81 15.63 Identify the faculty full-time-equivalent (FTE) currently devoted to the Doctor of Nursing Practice program: FULL-TIME FTE PART-TIME FTE TOTAL FACULTY FTE 0 0 0 Additional Campuses/Sites: Identify any additional campuses/sites where the nursing degree program is offered, the distance from the main campus, and the average number of nursing students currently enrolled at each location. CAMPUS/SITE (City, State) NA DISTANCE FROM MAIN CAMPUS (in miles) # STUDENTS ENROLLED

Distance Education: Does your nursing unit currently offer curricula (or any part thereof) via distance education (i.e., alternative modalities, including distance-mediated modalities, other than traditional classroom style)? Baccalaureate (check one): yes no not applicable If yes, please provide a brief (one paragraph) description of the distance learning offerings at the baccalaureate level: The RN-BSN option is a complete online program with students coming to campus for orientation and graduation only. 100% of the course credit for this opton is earned through distance education activities. The pre-licensure options use web-based enhancements where several hybrid courses are offered, particularly in N487, N488 and N489 to allow the students the flexibility of location for the placement and connectivity to the course learning assignments and faculty guidance. Less than 50% of the required academic credit hours in the pre-licensure options are accrued through distanced education activities. If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? yes no Yes, applies to RN-BSN option. No applies to pre-licensure options. Master s (check one): yes no not applicable If yes, please provide a brief (one paragraph) description of the distance learning offerings at the master s level: In the MSN program, the professiional core courses, the Health Care Systems speciality coures and the PMH NP speciality coures are offered in a "Hybrid" executive format. HCS courses may have 2-3 classes per semester on campus, while some of the PMHNP courses convene on campus 5 full days during the semester. Online strategies include synchronous and asynchronous modalities, conference calls, discussion forums and teleconferencing. If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? yes no Doctor of Nursing Practice (check one): yes no not applicable If yes, please provide a brief (one paragraph) description of the distance learning offerings in the Doctor of Nursing Practice program: If yes, is 50% or more of the required academic credit hours in nursing (excluding practica) accrued through distance education activities? yes no Amended August 17, 2009

TABLE OF CONTENTS INTRODUCTION... 1 STANDARD I PROGRAM QUALITY: INSTITUTIONAL COMMITMENT & RESOURCES I-A. The mission, goals, and expected student outcomes are congruent with those of the parent institution and consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals... 4 I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as appropriate, to reflect professional nursing standards and guidelines; and the needs and expectations of the community of interest... 9 I-C. Expected faculty outcomes in teaching, scholarship, service, and practice are congruent with the mission, goals and expected student outcomes. 10 I-D. Faculty and students participate in program governance... 11 I-E. Documents and publications are accurate. References to the program s offerings, outcomes, accreditation/approval status, academic calendar, recruitment, and admission policies, transfer of credit policies, grading policies, degree completions requirements, tuition, and fees are accurate... 12 I-F. Academic policies of the parent institution and the nursing program are congruent. These policies support achievement of the mission, goals and expected student outcomes. These policies are fair, equitable, and published and are reviewed and revised as necessary to foster program improvement. These policies include, but are not limited to, those related to student recruitment, admission, retention, and progression... 13 I-G. There are established policies by which the nursing unit defines and reviews formal complaints... 14 STANDARD II PROGRAM QUALITY: INSTITUTIONAL COMMITMENT & RESOURCES II-A. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed... 16 II-B. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs... 20 II-C. The chief nurse administrator... 26 II-D. Faculty members... 27 II-E. When used by the program, preceptors, as an extension of faculty, are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes. 30 i

II-F. The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes. 31 STANDARD III PROGRAM QUALITY: CURRICULUM & TEACHING/LEARNING PRACTICE III-A. The curriculum is developed, implemented, and revised to reflect clear statements of expected individual student learning outcomes that are congruent with the program s mission, goals and expected aggregate student outcomes 34 III-B. Expected individual student learning outcomes are consistent with the roles for which the program is preparing its graduates. Curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum, expected individual student learning outcomes, and expected aggregate student outcomes. 37 III-C. The curriculum is logically structured to achieve expected individual and aggregate student outcomes. The baccalaureate curriculum builds upon a foundation of the arts, sciences, and humanities. Master s curricula build on a foundation comparable to baccalaureate level nursing knowledge. DNP curricula build on a baccalaureate and /or master s foundation, depending on the level of entry of the student.. 41 III-D. Teaching/learning practices and environments support the achievement of expected individual student learning outcomes and aggregate student outcomes.. 44 III-E. The curriculum and teaching/learning practices consider the needs and expectations of the identified community of interest 47 III-F. Individual student performance is evaluated by the faculty and reflects achievement of expected individual student learning outcomes. Evaluation policies and procedures for individual student performance are defined and consistently applied. 48 III-G. Curriculum and teaching learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement.. 50 STANDARD IV PROGRAM EFFECTIVENESS AGGREGATE STUDENT AND FACULTY OUTCOMES IV-A. Surveys and other data sources are used to collect information about student, alumni, and employer satisfaction and demonstrated achievements of graduates. Collected data include, but are not limited to, graduation rates, NCLEX-RN pass rates, certification examination pass rates, and employment rates, as appropriate 54 IV-B. Aggregate student outcome data are analyzed and compared with expected student outcomes... 57 IV-C. Aggregate student outcome data provide evidence of the program s effectiveness in achieving its mission, goals, and expected outcomes.. 58 IV-D. Aggregate student outcome data are used, as appropriate, to foster ongoing program improvement... 69 ii

IV-E. Aggregate faculty outcomes are consistent with and contribute to achievement of the program s... mission, goals, and expected student outcomes. 70 IV-F. Information from formal complaints is used, as appropriate to foster ongoing program improvement... 72 iii

TABLES BY STANDARD STANDARD I. Table I.1: PROGRAM QUALITY: INSTITUTIONAL COMMITMENT & RESOURCES Congruence of University and School Mission STANDARD II Table II.1 Table II. 2 Table II.3 PROGRAM QUALITY: INSTITUTIONAL COMMITMENT & RESOURCES School State Allocations School Expenditures by Source Academic Year/Full-Time Nurse Faculty Salaries: School & Peer Comparison Group, 2010-2011 Table II.4 Faculty Composition Fall, 2010 STANDARD III Table III.1 Table III.2 PROGRAM QUALITY: CURRICULUM & TEACHING/LEARNING PRACTICE Relationship among MSN Core Courses and AACN Essentials (1996) Curriculum MSN Program Options: Credits required/time required/certification Examinations STANDARD IV Table IV.1 Table IV.2 PROGRAM EFFECTIVENESS AGGREGATE STUDENT AND FACULTY OUTCOMES Aggregate Data for Students in the BSN Program Aggregate Data for Students in the MSN Program Table IV.3 BSN/ABSN Student Exit Satisfaction: Program Rank Compared to Schools within Carnegie Class Table IV.4 Student Performance on the ATI RN Predictor Examination 2009 2011 Table IV.5 Table IV.6 BSN/ABSN On-time and Ever Graduation Rates Graduation Rates for Full- and Part-time RN-BSN Students by Admission Year (Fall 2005, Summer, 2011) Table IV.7 BSN Program Graduates Rated by Employer (2006 & 2011) Table IV.8 Table IV.9 Table IV.10 Table IV.11 BSN/ABSN/RN-BSN Alumni Satisfaction: Rank Compared to Schools with the Comparable Carnegie Class Summary of Employment Status of BSN/ABSN Alumni MSN Student Satisfaction on School Exit Survey: Mean Percent of Ratings of Agree or Strongly Agree National Certification Examination Pass for MSN NP Graduates 2008-2010: % (N) Table IV.12 Graduation Rates for Full- and Part-time BSN-MSN Students by Admission Cohort, 2005-2011 Table IV.13 Table IV.14 Graduation Rates for Full- and Part-time RN-MSN Students by Admission Cohort MSN Program Average Time to Degree by Graduation Year Table IV.15 MSN Program Graduates Rated by Employers (2006, 2008, & 2010) iv

Table IV.16 Table IV.17 Table IV.18 Table IV.19 Table IV.20 Table IV.21 Table IV.22 MSN Alumni Satisfaction: Percent Respondents Rating of Agree or Strongly Agree Percent of Master s Program Graduates Employed in their Specialty Number of Tenure Track Faculty with Research Funding Number of Funded Research Grants to Faculty and Pre-Post Doctoral Student by Academic Year Number of Faculty (all tracks) Publications AHEC Technical Assistance and Continuing Education Hours Aggregate Faculty Global/Regional Service Engagement FIGURES BY STANDARD STANDARD I. Figure I.1 PROGRAM QUALITY: INSTITUTIONAL COMMITMENT & RESOURCES BSN Organizing Framework STANDARD IV Figure IV.1 PROGRAM EFFECTIVENESS AGGREGATE STUDENT AND FACULTY OUTCOMES NCLEX-RN First Time Pass Rates v

LIST OF APPENDICES INTRODUCTION Appendix i.1 Appendix i.2 Appendix i.3 Appendix i.4 Organizational Chart: Provost s Office Organizational Chart: School of Nursing School of Nursing Academic Evaluation Plan List of Acronyms STANDARD I Appendix I.1 Appendix I.2 Appendix I.3 Appendix I.4 Appendix I.5 Appendix I.6 PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES University of North Carolina at Chapel Hill Mission Statement School of Nursing Mission Statement School of Nursing Philosophy of Nursing and Nursing Education BSN Program Evaluation Plan Undergraduate Curriculum Evaluation Plan MSN Program and Curriculum Evaluation Plan STANDARD II Appendix II.1 Appendix II.2 Appendix II.3 PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES School of Nursing Floor Plans Curriculum Vitae: Dean Kristen M. Swanson Faculty Profile STANDARD III PROGRAM QUALITY: CURRICULUM & TEACHING/LEARNING PRACTICE Appendix III.1 Pediatric Nurse Practitioner Program: Curriculum Mapping to PNCB and NONPF Core Competencies Appendix III.2 PMH CNS/NP Program Courses and Requirements Appendix III.3 EISLE evaluation tool: N360 Fundamental Competency Evaluation 2 Appendix III.4 The Clinical Indicators of Critical Thinking, Knowledge and Caring Tool Appendix III.5 Guidelines and Policies for Clinical Teaching and Supervision STANDARD IV Appendix IV.1 PROGRAM EFFECTIVENESS: AGGREGATE STUDENT AND FACULTY OUTCOMES Faculty Recognition: Awards, Honors and Elected Positions vi

INTRODUCTION

INTRODUCTION THE UNIVERSITY The University of North Carolina at Chapel Hill (the University) is one of 17 constituent institutions of the University of North Carolina System. The University was built by the people of the state and has existed for over two centuries; it became the nation s first public university in 1795 and was the only state university to graduate students in the eighteenth century. Through its excellent undergraduate programs, the University has provided higher education to multiple generations of students, many of whom have become leaders of the state and the nation. Since the nineteenth century, the University has offered distinguished graduate and professional programs, and continues to be the largest, most comprehensive institution of higher education in North Carolina, both in its range of programs at all levels and in the breadth of its specialized research and public service programs. The University holds the Carnegie Classifications: RU/VH: Research Universities (very high research activity) and Curricular Engagement and Outreach and Partnerships. Fundamental to this designation is a faculty actively involved in research, scholarship, and creative work, whose teaching is transformed by discovery and whose outreach and partnerships are informed by current knowledge. The University is one of fewer than ten universities, public or private, with all five health affairs schools (Nursing, Public Health, Medicine, Pharmacy, and Dentistry) on the same campus alongside an extensive cadre of undergraduate and graduate programs, many multidisciplinary research centers, and the UNC Health Care System. The University is ranked prominently by national publications in categories such as academic quality, affordability, diversity, engagement, and global presence. The University ranked as the fifth best public university in U.S. News & World Report s 2011 Best Colleges Guidebook for the 10 th consecutive year. Kiplinger s Personal Finance ranks the University among the top 100 U.S. public colleges and universities offering the best combination of top-flight academics and affordability. The organizational chart for Provost s Office can be found in Appendix i.1. The University s 2011 Academic Plan emphasizes attracting, challenging and inspiring students through transformative academic experiences; interdisciplinarity in teaching, research, and service; equity and inclusion; and engaged scholars and scholarship (http://provost.unc.edu/academicplan/draft-academic-plan-2011). Likewise, the Chancellor s vision, Innovate @ Carolina (http://innovate.unc.edu/), calls for bold strategies to cure/resolve the greatest problems of our time. At Carolina, cutting-edge research and undergraduate learning are complementary activities. Under the direction of faculty mentors, approximately 350 seniors each year engage in programs of original research and creative work in the form of a Senior Honors thesis. THE SCHOOL OF NURSING The School of Nursing (the School) was established in 1950 in response to the overwhelming need for better educated nurses in the state and was the first school in North Carolina to offer a 4-year baccalaureate 1

degree. The School opened in 1951 and graduated its first BSN class in 1955. The School s undergraduate program received its initial accreditation in 1955. The master s program, established in 1955, was first accredited in 1961. Both programs have been continuously accredited since the initial approvals. From its beginnings to the present, the School has led the state in nursing education, not only by virtue of being the first but, also by virtue of the strength and quality of its endeavors. The School opened the first universitybased continuing education program for working nurses in North Carolina in 1964. In 1970, a nurse practitioner program, the first in the state and one of the first three in the country, was established. The University s Area Health Education Center Program began in 1972, with the School as a full partner. The first nursing PhD program in the state was opened by the School in 1989. Finally, the School created the first accelerated BSN curriculum in the state for second degree students in 2001. Currently, the School offers a full range of degree programs; has established and maintains significant programs of research to inform teaching and contribute to the body of knowledge that guides and improves practice; and provides services to nurses and citizens of North Carolina. In keeping with its mission, the School is renowned for its academic programs, its research and its commitment and community service within state, national and global communities. The School is ranked 4th among graduate nursing programs (2011 U.S. News and World Report). UNC is both the incubator and project home (PI, L Cronenwett and Co-PI, G Sherwood) for QSEN [Quality and Safety for Nurses ( http://qsen.org/ )]. The QSEN competencies, derived from the IOM directives for safe, effective health care, have transformed nursing education. Members of the student population come from diverse educational backgrounds and possess a wide variety of career goals and aspirations. The School supports the attainment of these goals through programs that include a traditional BS in Nursing, a 14-month 2 nd degree BSN, an RN-BSN completion option, an RN- MSN bridge program, a master s degree, post-master s study in seven advanced practice areas, and a doctoral program leading to the PhD. Currently the School has two T 32 grants to prepare pre-doctoral and post-doctoral scholars in the study of Interventions to Prevent and Manage Chronic Illness and Health Care Systems. The School s organizational chart can be found in Appendix i.2. PROGRAM EVALUATION A comprehensive Academic Evaluation Plan has been designed to provide a process for reviewing administrative, operational, and environmental processes that affect educational activities and students, faculty, and stakeholders of the School. The evaluation plan provides a systematic, critical review and reflection on the School s educational mission and provides continuous opportunities to improve performance and outcomes. The evaluation activities are action-oriented and intended to improve organizational and educational program performance in an ongoing manner. The evaluation processes embedded in this plan are both systematic and comprehensive. They are designed to determine whether each individual educational program is achieving the School s mission and the goals, objectives, and 2

outcomes of that program. All evaluation activities are carried out for the purposes of assessing program effectiveness and the continuous improvement of program quality. The Evaluation Plan is presented in a grid format and can be reviewed in Appendix i.3. SELF-STUDY PROCESS The processes and data presented in this Self-Study represent academic years 2008-09, 2009-10, 2010-11. Data for Fall, 2011 (where applicable) will be available in the Resource Room. The School faculty has used the self-study process as an opportunity for quality improvement. The self-study process occurred simultaneously with major budget reductions at the University and School level. The RN-BSN option and the Women s Health Nurse Practitioner option, presented in this self-study have suspended admissions effective August, 2011 due to budgetary reductions. Currently enrolled students in these options will finish their program of study by May, 2012 and May, 2013 respectively. In addition, budget cuts have necessitated that other cost savings measures be initiated and include: undergraduate cohort admissions have gone from four per year to two per year; curricula are being reviewed for redundancies and opportunities for greater efficiencies; and minimum and maximum class sizes are being re-examined. These changes have involved faculty input as well as administrative guidance and both groups remain dedicated to quality educational programs as is reflected throughout the self- study report. Acronyms used throughout the self-study have been summarized and can be found in Appendix i.4. 3

STANDARD I: PROGRAM QUALITY MISSION AND GOVERNANCE

STANDARD I: PROGRAM QUALITY MISSION AND GOVERNANCE The mission, goals, and expected aggregate student and faculty outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality. I-A. The mission, goals, and expected student outcomes are congruent with those of the parent institution and consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals. Elaboration: The program s mission statement, goals, and expected student outcomes are written and accessible to current and prospective students. A mission statement may relate to all nursing programs offered by the nursing unit or specific programs may have separate mission statements. Program goals are clearly differentiated by level when multiple degree programs exist. Expected student outcomes are clear and may be expressed as competencies, objectives, benchmarks, or other language congruent with institutional and program norms. The program identifies the professional nursing standards and guidelines it uses, including those required by CCNE and any additional program-selected guidelines. A program preparing students for specialty certification incorporates professional standards and guidelines appropriate to the specialty area. A program may select additional standards and guidelines (e.g., state regulatory requirements), as appropriate. Compliance with required and program-selected professional nursing standards and guidelines is clearly evident in the program. PROGRAM RESPONSE Institution and School Mission. The mission of the University of North Carolina at Chapel Hill (the University) (Appendix I.1) http://oira.unc.edu/facts-and-figures/general-information-about-theuniversity/mission-statement-of-the-university.html is to serve North Carolina (NC), the United States, and the world through teaching, research, and public service. As described by the most recent mission statement adopted by the University Board of Governors (November 19, 2009) the University invests our knowledge and resources to enhance access to learning and to foster the success and prosperity of each rising generation. We also extend knowledge-based services and other resources of the university to the citizens of NC and their institutions to enhance the quality of life for all people in the State. 4

The mission of the School of Nursing (School) (Appendix I.2) http://nursing.unc.edu/about/missionphilosophy/index.htm is to enhance and improve the health and well-being of the people of NC and the nation, and, as relevant and appropriate, the people of other nations, through its programs of education, research, and scholarship, and through clinical practice and community service. The School accomplishes its mission as steward of the public interest by: a) providing high quality education within an environment of scholarly inquiry in order to prepare competent and compassionate practitioners, scholars of, and leaders in nursing who actively contribute to a healthy state and nation; b) generating, integrating, disseminating, and using knowledge for practice and policy; c) creating vibrant and supportive life-long learning environments to ensure a cadre of nurses who value and participate in scholarship and life-long learning; d) ensuring equal and fair access to its programs to guarantee that a gender-, racially/ethnically-, and culturally-diverse professional group will be ready to serve a similarly diverse population; and e) fulfilling its covenant of care with the public it serves. The School s complete mission statement is available to students through the student handbooks and to the general public, including prospective students, through the School s website. The mission of the School is consistent with and reflected in the School s Philosophy of Nursing and Nursing Education (2001) (Appendix I.3), which is available to students in the student handbook and to the general public and prospective students at http://nursing.unc.edu/about/mission-philosophy/index.htm. Key elements of the two mission statements have been cross-mapped to demonstrate the congruency. Table I. 1: Congruence of University and School Mission Mission components University School Primary Service Population NC NC Secondary Service Populations Mechanism of Service US & the world Center for Research, Teaching & Public Service US, and as relevant & appropriate, other nations Programs of education, research, scholarship and practice/ community service Standard of Service Excellence High quality Commitment to Diversity Yes Yes Commitment to providing Leadership Yes Yes Enhance access to learning Yes Yes Enhance Quality of life of all people in the state Extension of knowledge-based service to citizens and their institutions Enhance/ improve the health and well-being of citizens 5

PROGRAM GOALS AND STUDENT OUTCOMES The mission of the School clearly states the overall program goal as: students become competent and compassionate practitioners, scholars of and leaders in nursing, and actively contribute to a healthy state and nation. The mission has evolved over the years to include a more global community. Achievement of the mission at the most basic level is demonstrated by the 8000 plus alumni of the School who work in 95 of the 100 NC counties, all 50 US states, 2 US territories, and 13 international countries. BSN. The goal of the Baccalaureate of Science in Nursing (BSN) program is to provide students with the knowledge, skill, and understanding necessary to function effectively in all areas of professional nursing. At the end of the BSN program (6 semester BSN, 4 semester ABSN, or RN-BSN) students are expected to demonstrate the following terminal objectives: understand the problems of contemporary health and illness; utilize a systematic approach to assess human responses to actual and potential health problems in a variety of settings; directly provide and manage competent care for individuals, families and groups who have simple to complex health care needs throughout the lifespan; employ interpersonal processes and therapeutic communication; integrate professional values and role behaviors; and collaborate with other groups in shaping health policies which affect both individual and community health. BSN student benchmarks include: greater than 90% success on first attempt of NCLEX, meeting or exceeding national norms on ATI RN Predictor Exam, meeting or exceeding national norms on Alumni survey, and passing grades (C- or better) in several key courses. The ATI RN Predictor Exam and NCLEX do not apply to RN-BSN students and the benchmark for those students has historically been to meet or exceed the national norms on the Value Added Exam (VAE). However, as of 2010, the VAE is no longer available and faculty are currently in the process of developing a new assessment tool. BSN student goals and benchmarks are detailed in the BSN Program Evaluation Plan (Appendix I.4) and the Undergraduate Curriculum Evaluation Plan (Appendix I.5). MSN. The goal of the Master of Science in Nursing (MSN) Program is to prepare nurses for advanced practice and leadership roles as nurse practitioners (NP), clinical nurse specialists (CNS), and health care systems (HCS) specialists. Expected student outcomes include expertise in delivering progressive services to a specific group of patients or clients as demonstrated by course grades and passing the certification examination appropriate to their area of focus. The current MSN option areas include: Adult-Gerontology NP (AGNP) including Adult Oncology option, HCS (Informatics, Outcomes Management, Administration, Clinical Nurse Leader (CNL) and CNL-Nurse Educator, and Education), Pediatric NP/Primary Care (PNP), Family NP (FNP), Psychiatric-Mental 6

CNS/NP (PMH CNS/NP) and Women's Health NP (WHNP). Students in the HCS Informatics option may pursue dual MSN/MSIS and MSN/MSLS degrees through the School and the School of Information and Library Sciences. At the end of the MSN Program (all program options); students are expected to demonstrate the following terminal objectives: Apply advanced assessment strategies and critical thinking to develop, implement and evaluate interventions and/or management strategies that improve health outcomes. Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care. Link theory, research and clinical practice in the care of patients, families, and communities Function as an effective leader or member of the interdisciplinary care team. Demonstrate a broad understanding of and respect for diversity in healthcare environments. Use a reflective, ethical, and scholarly approach to advance nursing practice. Integrate information technology in care management, collaboration, education, and decisionmaking. Contribute to improvements in the quality and safety of health care systems within the context of historical, political, and economic forces. Participate in professional development and life-long learning. The MSN student goals and expectations are detailed in the MSN Program Evaluation Plan (Appendix I.6). PROFESSIONAL STANDARDS The mission of the School is congruent, not only with the mission of the University and the School s Philosophy, but also with professional nursing standards and guidelines and with key regional, national, and international statements of health and health goals. Copies of all referenced materials will be found in the Resource Room. BSN. The primary documents used to develop the BSN program are: The Essentials of Baccalaureate Education for Professional Nursing Practice (The Essentials) (AACN, 2008) www.aacn.nche.edu/education/pdf/baccessentials08.pdf ; Quality and Safety Education for Nurse: Quality and Safety Competencies (2011)(QSEN s Competencies) (QSEN, 2011) http://www.qsen.org/competencies.php ; and the NC Board of Nursing (NC BON) Standards http://www.ncbon.com/index.aspx. The RN-BSN and graduate-entry (RN-MSN) curriculums build upon The Essentials (AACN, 2008); QSEN s Competencies (2011); the NC BON Standards and appropriate graduate program standards and guidelines. Other materials used in planning the BSN program include: Healthy North Carolina 2020: A better state of health http://publichealth.nc.gov/hnc2020/docs/hnc2020- FINAL-March-revised.pdf and Healthy People 2020 http://wbww.healthypeople.gov/2020/default.aspx. 7

MSN. The MSN program builds upon the advanced practice core curriculum outlined in Nursing s Essentials of Master s Education (AACN, 1996) http://www.aacn.nche.edu/education/mastessn.htm and the faculty has begun work to integrate changes from the AACN Nursing s Essentials for Master s Education (2011) and Nurse Practitioner Core Competencies http://www.nonpf.com/associations/10789/files/integratednpcorecompsfinalapril2011.pdf. In addition, advanced practice nursing curricula incorporate, as appropriate the: National Task Force (NTF) on Quality Nurse Practitioner Education Criteria for Evaluation of Nurse Practitioner Programs (2008) https://www.nccwebsite.org/resources/docs/ntfevalcriteria2008final.pdf; Domains and Core Competencies of Nurse Practitioner Practice (NONPF, 2006) http://www.nonpf.com/associations/10789/files/domainsandcorecomps2006.pdf ; The Nurse Practitioner Primary Care Competencies in Specialty Areas: Adult, Family, Gerontological, Pediatric, and Women s Health (NONPF, 2002) http://www.aacn.nche.edu/education/pdf/npcompetencies.pdf ; Psychiatric Mental Health Nurse Practitioner Competencies (NONPF, 2003) http://www.aacn.nche.edu/accreditation/psychiatricmentalhealthnursepractitionercopetencies/final 03.pdf ; Psychiatric Mental Health Nursing: Scope and Standards of Practice (ANA, 2007); Clinical Nurse Specialist Core Competencies (National CNS Competency Task Force, 2010); Pediatric Nursing: Scope and Standards of Practice (ANA, 2008); Adult-Gerontology Primary Care Nurse Practitioner Competencies (AACN, 2010) www.aacn.nche.edu/education/curriculum/adultgeroprimcarenpcomp.pdf. The health care systems option incorporates, as appropriate, the: White Paper on the Role and the Education of the Clinical Nurse Leader (ANA, 2007); Scope of Practice for Academic Nurse Educators (NLN, 2005); Nursing Administration: Scope and Standards of Practice (ANA, 2009); Nursing Informatics: Scope and Standards of Practice (ANA, 2008) Content outline for Certified Professional in Healthcare Quality examination (Health Quality Certification Board, 2010). The MSN faculty also are integrating recommendations from the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification, and Education (AACN, 2008) www.aacn.nche.edu/education/pdf/aprnreport.pdf. Examples of changes already made include revision to the AGNP and PMH curricula and plans to implement other aspects of lifespan focus in physical assessment, pathophysiology and pharmacology. Other documents which the curriculum committees reference are: Healthy Carolinians 2020 http://www.healthycarolinians.org/objectives/userguide/default.aspx and Healthy People 2020 http://www.healthypeople.gov/2020/default.aspx as they can be integrated into the curriculum. 8

I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as appropriate, to reflect professional nursing standards and guidelines; and the needs and expectations of the community of interest. Elaboration: There is a defined process for periodic review and revision of program mission, goals, and expected student outcomes. The review process has been implemented and resultant action reflects professional nursing standards and guidelines. The community of interest is defined by the nursing unit. The needs and expectations of the community of interest are reflected in the mission, goals, and expected student outcomes. Input from the community of interest is used to foster program improvement. PROGRAM RESPONSE Periodic Review of Mission. The work of the last ten years has been guided by the School s 2001 Mission and has focused on increasing BSN enrollment; increasing student, staff and faculty diversity; increasing distance education capability; maintaining and broadening sources of research funding; enhancing clinical practice activities; and increasing physical resources. In 2009, the University appointed a new Dean for the School, and as is often the case, changes in leadership provides opportunity for reflection on the core mission and values of the organization. In Fall, 2010, Dean Swanson hosted a faculty retreat which focused on the Desired Future of the School given the School s long history of innovation and the Institute of Medicine s report, The Future of Nursing: Leading Change, Advancing Health. http://www.iom.edu/reports/2010/the-future-of-nursing-leading-change-advancing-health.aspx. In Spring, 2011 (see Faculty Meeting Minutes, May 02, 2011) the Dean and the Faculty Chair (FC) co-lead a review of the School s Mission statement and the SON community recommended that the mission be further discussed by a committee of faculty, with final recommendations for revisions to be presented to the faculty in Fall, 2011. Revision of the Mission will be guided by current professional nursing and academic standards, and will be consistent with the University s mission. Communities of Interest. The School defines its communities of interest as those that benefit from the services provided by the School and professional regulatory/accrediting bodies who establish state and national standards. Those who benefit from the services provided by the School include: (a) potential and current nurses, specifically those persons aspiring to become practitioners and scholars of nursing, nurses aspiring to professional advancement and improvement of their practice; (b) the people of NC, the American public in general and increasingly, a selected global public; (c) health care agencies in the region and the communities served by distance education programs; (d) the UNC Board of Trustees; (e) NC state legislature; (f) alumnae; and (g) donors. These groups expect the School to produce graduates who meet the national standards of professional practice, who meet the requirements for recognition by professional organizations, and who are eligible in the State and nationally to practice at the level consistent with their academic preparation and scope of practice. Professional regulatory and accrediting bodies include the NC 9

BON and the national certification bodies that establish standards of professional practice and determine if graduates are eligible for licensure, recognition, and/or certification at the state and national level. Input from the School s communities of interest influences changes in program goals and expected student outcomes. For example, when 2 nd degree individuals became a larger portion of the nursing applicant pool, and the NC state legislature and hospitals requested that the School deliver more new graduates at a more rapid pace, the School developed the state s first Accelerated BSN (ABSN) Program for 2 nd degree students, decreasing time to degree from 24 to 14 months for a subset of students who already had earned a baccalaureate or higher degree. Also, in response to recommendations from the NC Center for Nursing (NCCN) and with growing evidence of a long term nursing shortage, the 2001-2003 NC legislatures called for UNC system nursing schools to increase undergraduate enrollment and graduations. In response, the School launched planning efforts for the Baccalaureate Enrollment Expansion Program (BEEP) which increased new enrollments from 160 in 2002-03 to 208 in 2008-09 and increased pre-licensure graduations from 129 in 2002-03 to 182 in 2008-09. In 2001, the NC Department of Mental Health (NCDMH) initiated a plan to decentralize mental health services from large centralized hospitals to local entities. The State infrastructure of providers was/is inadequate to care for the PMH patients in these local settings. In response, the School sought Health Resources and Services Administration (HRSA) funding to help establish the first and only PMH CNS/NP option in the state to help provide one stop service to NC citizens in need mental health and substance abuse treatment. As the School responds to new requests/needs from our communities of interest, student outcomes, goals, and mission are evaluated and professional nursing standards are integrated into the process. Input from the communities of interest is solicited through employer surveys, alumni surveys, student exit surveys and periodic surveys of area chief nursing officers. Discussions with alumni, other NC and US Deans, accrediting agencies and local and state health care system executives also provide feedback for improvement. Such surveys/discussions were used in the development of the CNL and to make subtle changes in focus that reflect changes in health care. The communities of interest were afforded the opportunity to submit third-party comments to CCNE and were notified of such opportunity through email listservs, alumni publications, and posting on the School s website. I-C. Expected faculty outcomes in teaching, scholarship, service, and practice are congruent with the mission, goals and expected student outcomes. Elaboration: Expected faculty outcomes are clearly identified by the nursing unit, are written, and are communicated to the faculty. Expected Faculty outcomes are congruent with those of the parent institution. PROGRAM RESPONSE The expected faculty outcomes regarding teaching, scholarship, service, and practice are documented in the School s Appointments, Promotions and Tenure (APT) Guidelines and Appointment, Promotions and 10

Reappointments (APR) Guidelines. The SON s guidelines for reappointment and advancement in rank for non tenure track faculty are congruent with University s guidelines which can be found at http://provost.unc.edu/policies/sog%202007%20apt%20internal%20guidelines.pdf. These documents will be available in the Resource Room. Faculty are expected to complete their teaching responsibilities along with maintaining a program of research, practice position and/or providing service to either the community or the School/University. The School communicates the expectations of faculty in these areas upon hire, during reappointment/promotion reviews and in the annual review process with the Division Chairs (DC). In addition the APT and APR guidelines are discussed annually during open faculty development seminars. Expectations for faculty performance are also described in the following documents which will be in the Resource Room: Position Descriptions for the relevant role, Evaluation of Teaching, and Faculty Self-Evaluation Annual Guidelines. The above documents are found in the faculty handbook and are available to all School personnel. Faculty meet with DCs at least annually to set annual goals for the upcoming year and for evaluation of performance of the previous year. I-D. Faculty and students participate in program governance. Elaboration: Roles of the faculty and students in the governance of the program, including those involved in distance education, are clearly defined and promote participation. PROGRAM RESPONSE Faculty and students actively participate in the governance of the School. The Faculty Constitution and By- Laws (available in Resource Room) states: the faculty of the School of Nursing, in accordance with superior codes, have the authority and responsibility to: develop and implement academic programs of the School; determine the requirements for admission, degrees, programs of study and major changes in curriculum; recommend to the Dean general academic and educational policies of the School; meet and discuss matters relating to the general life and operation of the School; legislate for the internal governance of the School in accordance with this Constitution; and make recommendations to and to act upon reports from the Dean and others. Faculty By-Laws are reviewed by the full faculty as needed, and revised as appropriate, with minor revisions usually occurring on an annual/biannual basis. The Bylaws have been reviewed and revised in 2002, 2004, 2006, 2007 and 2009. The Faculty Executive Committee (FEC) is the coordinating committee responsible for school wide issues concerning faculty. FEC is composed of the chairs of the academic program executive committees (BEC, MEC, DEC), a volunteer representative from each of the Academic Divisions, and an elected "at-large" member of the faculty. The Faculty Chair (FC), who is elected every three years by the full faculty, chairs the FEC. In addition, the FC represents the faculty in various administrative groups and chairs the meetings 11

of the faculty and the Faculty Salary Review Committee. The Program Executive Committees for Baccalaureate (BEC) and Master s (MEC) are responsible for curriculum/policy decisions related to their program level and are composed of the elected committee chair and six members from the academic divisions and a faculty member elected "at-large" with the Associate Dean for Academic Affairs (ADAA) and relavant Program Director (PD) serving as ex-officio members. The BEC and MEC Chairs are elected by all faculty teaching or advising in the program (Baccalaureate or Master s). Program admission committees are subcommittees of the executive committees and the elected chair of the admissions committee sits on the executive committee. The executive committees are responsible for curriculum design, admissions processes and procedures, academic standing policies, academic rights and progression of students, and program evaluation. The faculty as a whole meets at least four times each year (twice each semester). Standing committees of the faculty are established by the FC, the FEC, or the faculty as needed and may be added to the Bylaws through amendment, as described in Article II of the Faculty By-Laws. Standing committees handle regular or recurring faculty responsibilities and issues requiring consideration, assessment, evaluation, negotiation, and communication for effective conduct of the affairs of the School. Ad hoc committees are created as needed by the FC, FEC, or the BEC and MEC, with specific charges, qualifications for members, and terms of service. For example, the FC and Dean recently appointed an ad hoc committee to review and revise the School s mission statement. Faculty may teach distance courses or on-campus courses and often one faculty member will do both during the same semester; therefore, there is no distinction made in the roles and responsibilities of distance versus on-campus faculty. All faculties are expected to attend general faculty meetings, program faculty meetings and participate in the faculty governance structure of the School. Students are represented through endorsement on various School committees such as the Dean s Student Advisory Board (DSAC), BEC, MEC, and some standing committees. Student input is also obtained through Program Director (PD) meetings with students and through the Undergraduate Student Council who meet regularly with the PD and the Director of the Office Admissions and Student Services (OASS). Students are strongly encouraged to complete the online Course and Teaching Evaluation by Students (CTES) surveys which are available online each semester at the close of classes. CTES seeks information about the expertise of the course coordinator and faculty who supervise clinical and the structure and content of the course. The resulting data are first shared with individual faculty, then DCs, Course Coordinators, PDs, and ADAA. Student Exit Surveys are completed by students upon completion of the program. I-E. Documents and publications are accurate. References to the program s offerings, outcomes, accreditation/approval status, academic calendar, recruitment, and admission policies, transfer of credit policies, grading policies, degree completions requirements, tuition, and fees are accurate. 12