STANDARD I PROGRAM QUALITY: MISSION AND GOVERNANCE

1 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. Key Elements 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: The mission of the Auburn Montgomery School of Nursing (AUMSON) is written, based on and congruent with the mission of Auburn Montgomery (AUM). The mission of Auburn Montgomery, the metropolitan campus of Auburn University, is to foster and exemplify excellence in education through instruction, research, and service. The mission statement was approved in September 1989, revised in 2007 and reaffirmed in June 2009. Auburn Montgomery blends the traditional view of the University as a community of scholars with the contemporary view of the University as an integral part of the surrounding community, state, and region. The academic programs of AUM are consistent with the

2 finest traditions of scholarship and provide support for governmental functions, regional economic growth and cultural enrichment. The complete mission statement of the University can be found at http://www.aum.edu/about-aum/planning-accreditation/mission-vision. The mission of AUM is to serve the citizens of the State through its instruction, research and service programs. The university provides traditional and non-traditional students broad access to the institution s educational resources. Auburn Montgomery is committed to offering high-quality undergraduate, graduate and professional education. The university emphasizes a broad and superior undergraduate education that imparts the knowledge, skills and values so essential to educated and responsible citizens. Auburn Montgomery is committed to excellence in teaching. This commitment has long been reflected in the diversity of course offerings and in the variety of instructional approaches that are offered. Auburn Montgomery offers over 90 academic programs. Research is the means through which new knowledge is created and new information is developed. As such, research at Auburn Montgomery is an important element in the tripartite mission of instruction, research and service. The primary focus of research is directed to the solution of problems and discovery of the best evidence to improve the quality of life for Alabama citizens. The mission of the university Research Council is to promote research and innovative endeavors across all disciplines. The commitment to this mission is reflected by the following actions of the Research Council: Distinguished Research Professor Award, Research Grant-in-Aid, Research Equipment Improvement Grant-in-Aid, Faculty Research Conference Fee, Faculty Research Publication Fee, and Student Research Fellowship. The research efforts of AUM create a research environment that enhances the state s economic, cultural, social, and intellectual development while also supporting the university s undergraduate, graduate and outreach programs. Service is a major component of Auburn Montgomery s mission. A major service provider is Auburn Montgomery Outreach which includes six divisions; Alabama Training Institute, Center for Advanced Technologies, Center for Business and Economic Development, Center for Demographic Research, Center for Government and Public Affairs and the Division of Continuing Education. Services are offered to individuals, organizations, and the community in an effort to enhance productivity and quality of life for the citizens of Alabama. The School of Nursing offers a traditional baccalaureate track and an Educational Advancement for Registered Nurses (EARN) track (RN to BSN), which have the same mission and expected outcomes. The mission of the School of Nursing is to foster and exemplify excellence in teaching, service and research. The program prepares professional nurses to provide patient-centered, culturally competent, evidence based care for diverse populations in a dynamic health care environment. Baccalaureate graduates are ready to assume leadership roles in the provision of nursing care in all health care settings.

3 Master s graduates are ready to lead in educator and advanced practice nurse roles in health related services to diverse populations. The AUMSON mission statement is published in the AUMSON Faculty Handbook and the AUMSON Nursing Student Handbook (located in the Resource Room). An electronic version of the AUMSON Nursing Student Handbook is also located at http://www.aum.edu/docs/careerdevelopment-center/nursing-student-handboook-11-12.pdf. As indicated in their mission statements, both the SON and the university are committed to service to Alabama and the nation through instruction, research and service. Consistency of Essentials of Baccalaureate Education Guidelines, AUMSON Goals and Expected Outcomes The goals and expected outcomes of AUMSON are written and congruent with those of AUM and consistent with the Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing [AACN], 2008). To achieve the mission of the School of Nursing and the University, faculty have developed a conceptual framework that identifies and defines six skills area (communication and collaboration, critical thinking and clinical judgment in clinical practice, scholarship for evidence based practice, clinical prevention and population health, diversity, and leadership) that are essential to the practice of professional nursing. These skills areas are described in detail in the SON conceptual framework (Appendix A) and are also included in the SON Faculty Handbook and SON Student Handbook. Abbreviated definitions are included below. Communication and collaboration skills of nursing include competencies necessary to deliver patient-centered care. Professional nursing practice requires communication and collaboration among health care professionals based on an understanding of principles of effective communication, patientcentered client teaching, organizational communication and conflict resolution. Application of technology skills is an essential part of communication. Critical thinking and clinical judgment are skills that employ the processes of inquiry, analysis and application to prepare graduates for team work, interprofessional problem solving and patientcentered care. Critical thinking is the process; clinical judgment is the outcome. Ethics and caring are integral parts of critical thinking and clinical judgment, guiding the application of evidence-based knowledge in clinical practice. Scholarship for evidence-based practice fosters patient-centered care that utilizes technology and research in conjunction with clinical expertise and patient values for optimal care. Professional nurses integrate evidence to inform practice, make clinical judgments, and use legal and ethical precepts to safeguard the rights of patients. Clinical prevention and population health skills focus on health promotion, disease prevention, early diagnosis, and disease management throughout the lifespan to maximize health at the individual,

4 family and population levels. Clinical prevention refers to individually focused interventions to prevent escalation of diseases. Population focused nursing includes groups, communities or populations as units of care. Nursing of populations is the domain of professional nursing and includes prioritizing primary prevention, reaching out to those who would benefit from service and activating resources for best overall health outcomes for populations. Diversity skills consist of a wide range of knowledge, skills and attitudes including cultural awareness, humility, sensitivity and competency. Diversity includes factors such as age, race, gender, disability, ethnicity, nationality, religious and spiritual beliefs, sexual orientation, political beliefs, economic status, native language, and geographical background. Professional nursing requires an awareness of the unity of body, mind, and spirit, as well as one s own thoughts, feelings and values in cultivating an appreciation for diversity. Leadership skills include ethical and critical decision making, mutually respectful communication and collaboration, care coordination, delegation, team building and conflict resolution. These skills are built on an awareness of complex systems and the impact of power, politics, policy, and regulatory guidelines on these systems. At a complex level, professional nurses are involved in analysis of systems to build strengths and identify factors contributing to less than optimal population outcomes. Moreover, professional nurses practice at the microsystem level within a constantly changing health care system. Professional nurses apply quality improvement concepts to minimize risk of harm to patients and providers within a systems framework increasing the likelihood of quality outcomes. As described in the preceding paragraphs, the conceptual framework is formed from and informed by the mission of AUM and AUMSON and the Essentials Document (AACN, 2008). Flowing directly from the conceptual framework are the goals/expected outcomes (Curricular Outcomes) of AUMSON. There are Curricular Outcomes for each skills area. The Curricular Outcomes are included in Appendix B and are published in the SON faculty handbook and in the SON student handbook. The Curricular Outcomes drive the advancement of the program by guiding curriculum development and implementation. This process will be described in Standard III. The Curricular Outcomes also guide continuous program improvement and are described in Standard IV. Table I.A.1. illustrates the congruence of the AUM/AUMSON missions, the AUMSON outcome objectives and the Essentials of Baccalaureate Education Document. A table illustrating congruence between the AUM Strategic Goals, SON Strategic Goals, Curricular Outcomes and the Essentials of Baccalaureate Education Document can be found in the Resource Room.

5 Table I.A.1. Congruence of the AUM/AUMSON missions, the AUMSON outcome objectives and the Essentials of Baccalaureate Education AUM Mission AUMSON Mission Essentials Document AUMSON Expected Outcomes (abbreviated) Instruction Developing in its students the methodological approaches essential to fostering critical thinking. I. Liberal education for baccalaureate generalist nursing practice VII. Clinical prevention and population health ready to assume leadership roles in the provision of nursing care in all health care settings. prepares professional nurses to provide care for diverse populations in a dynamic health care environment. VIII. Professionalism and professional values Critical Thinking and Clinical Judgment in Practice 3. Demonstrate clinical judgment grounded in theories and concepts from liberal and nursing education in the delivery of care. 4. Exhibit ethics, caring and accountability. Diversity Skills 10. Incorporates holistic assessments, awareness of values in care of diverse and vulnerable populations. Communication and Collaboration 2. Use information technologies to promote high quality patient outcomes within microsystems and greater healthcare systems. Leadership Skills 11. Demonstrate ethical and critical decision making skills. Research programs that are characteristic of the finest traditions of scholarship Conducting research that contributes to the advancement of knowledge foster and exemplify excellence in research prepares professional nurses to provide evidencebased care. III. Scholarship for Evidence-Based Practice IV. Professionalism and Professional Values Scholarship for Evidence-Based Practice 5. Implement evidence-based interventions to promote health, prevent disease and manage care. 6. Demonstrate consistent selfreflection techniques to identify learning needs. Diversity Skills 9. Demonstrate a wide range of knowledge, skills, and attitudes including cultural awareness, humility, sensitivity and competency Leadership Skills 11. Demonstrate ethical and critical decision making skills. Communication and Collaboration Skills 2. Use information technologies to promote high quality patient outcomes within microsystems and greater health care systems.

6 Service integral part of the surrounding community, state, and region. foster and exemplify excellence in service/outreach II. Basic Organization and Systems Leadership for Quality Care and Patient Safety Communication and Collaboration Skills 1. Collaborate and communicate effectively to ensure high quality outcomes. responsibility of the University to provide support for the functions of government, regional economic growth and cultural enrichment providing students with an understanding of the issues, ideas, and values that have a significant impact on the development of society Prepares professional nurses to provide patientcentered, culturally competent care (provides) care for diverse populations in all health care settings. Baccalaureate graduates are ready to assume leadership roles in all health care settings. IV. Information Management and Application of Patient Care Technology V. Health Care Policy Finance and Regulatory Environment VI. Interprofessional Communication and Collaboration for Improving Patient Health Outcomes 2. Use information technologies to promote high quality patient outcomes within microsystems and greater healthcare systems. Leadership Skills 12. Facilitate patient-centered transitions of care. 13. Coordinate and manage care for diverse individuals, families, groups and populations. 14. Demonstrate an understanding of the complex factors affecting health care including local, national, and global trends on equitable care of vulnerable populations. understanding contemporary society VII. Clinical Prevention and Population Health Clinical Prevention and Population Health 7. Implement patient-centered care emphasizing health promotion and disease prevention to individuals, families and populations. 8. Use clinical judgment with attention to effectiveness, efficacy, and equality in providing nursing care. I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as appropriate, to reflect: professional nursing standards and guidelines; and the needs and expectations of the community of interest. Elaboration: There is a defined process for periodic review and revision of program mission, goals, and expected student outcomes. The review process has been implemented and resultant action reflects professional nursing standards and guidelines. The community of interest is defined by the nursing unit. The needs and expectations of the community of interest are reflected in the mission, goals, and expected student outcomes. Input from the community of interest is used to foster program improvement. The

7 program afforded the community of interest the opportunity to submit third-party comments to CCNE, in accordance with accreditation procedures. Program Response: The Evaluation Plan outlines the process for reviewing and revising the mission, goals, and student outcomes to ensure that professional nursing standards and the community of interest are reflected and can be found in the Standard One Notebook in the Resource Room. The mission and expected outcomes of the program are reviewed and revised at least annually by the Curriculum Oversight and Program Evaluation (COPE) Committee. In addition to the annual review, reviews and revisions are made as appropriate. For example, in the academic year 2008-2009, the dean appointed an ad hoc committee to develop a new undergraduate curriculum based on the new Essentials of Baccalaureate Education. During this process the mission was revised and received unanimous faculty approval in August of 2009. To ensure that the mission, goals and expected outcomes reflect the needs of the communities of interest, AUMSON works closely with groups identified as our community. The communities of interest described in this section include students, graduates, community members, employers of graduates and the Alabama Board of Nursing (ABON). Feedback from the community of interest is solicited on an ongoing basis formally and informally. The feedback is discussed and acted on by appropriate groups such as the Dean s Advisory Council, Faculty Council and the COPE Committee. Input from faculty and students as a community of interest will be addressed in I-D. Additional information about how input from the community of interest is utilized in the teaching-learning practices is described in III-E. In an effort to formalize input from our community, two advisory boards have been formed and meet at least semiannually. The Clinical Advisory Board consists of representatives from clinical agencies in the area where students have clinical experiences and/or graduates are employed. The Community Advisory Board includes community members from the Auburn and Montgomery areas that have a special interest in the SON, including alumni, and are health care consumers. Minutes from these advisory board meetings reflect input from these groups in accomplishing our expected outcomes. For example, the Clinical Advisory Board identified the need for preceptors in their agencies to receive more feedback from AUMSON and the need for graduates to be more aware of bedside nurses role in reimbursement and nurse sensitive core measures. They also expressed an interest in having some of their nurse managers and other staff present course content based on their areas of expertise. A plan of action related to this feedback was implemented in Spring 2011. The course leader of the preceptorship course established regular email communication with the preceptors in addition to regular phones calls and site visits in the local area. Reimbursement issues including a presentation from a hospital administrator from the community was included in NURS 4810 Professional Nursing Leadership in Microsystems (Fall, 2011). A nurse manager from the community discussed development of a budget for a nursing unit. Core

8 measures are included as a component of NURS 4810 as a part of the discussion related to The Joint Commission. A risk manager from one of the local hospitals was the guest speaker. Additionally, for the past three years, faculty have provided on-site preceptorship workshops at two of the local hospitals and presented the workshop at the Alabama State Nurses Association annual Faculty and Clinical Education Session (FACES) and state convention. In January 2012, letters were mailed to all members of the Community Advisory Board, the Clinical Advisory Board and other affiliates of the School of Nursing asking for written comments to be submitted to CCNE before March 1, 2012. A notification was also posted on the AUM website asking for anyone interested to submit comments as well. A copy of the letter, along with a list of those receiving the letter, can be found in the Resource Room. In order to meet the needs of students, faculty continually improve and advance the program with reviews at the end of each semester in addition to a detailed annual review and ongoing evaluation of the entire program. These reviews include student and faculty evaluation of courses, instructors and clinical sites. Comprehensive assessment of curriculum and teaching learning practices are described in III.G. Students provide input through membership on the Faculty Council and Student Affairs committees. The Dean meets periodically with the SON council which is composed of elected officers from each class and Auburn Montgomery Association of Nursing Students (AUMANS). Input from AUMSON graduates is gathered through the exit survey at the time of graduation. Input from the Alabama Board of Nursing (ABON) is evidenced in two ways. First, the Dean and/or Associate Dean meet with the Alabama Council of Deans and Directors of Professional Schools of Nursing twice a year. The Executive Director and Education Consultant from the ABON are invited members of this group and routinely give a presentation and respond to questions. For example, minutes from the October 19, 2011 COPE meeting reflect updates to the Course Summary form based on information gained from the ABON at the October meeting of the Alabama Council of Deans and Directors of Professional Schools of Nursing. The second way in which input from the ABON is utilized by AUMSON is through adherence to guidelines for Nursing Education Programs set forth by the ABON in the Administrative Code Chapter 610-X-3 (available in the Resource Room). Table I.B.1 includes selected Standards from the ABON Nursing Education Programs Administrative Code and examples of AUMSON s compliance with the code.

9 Table I.B.1 Examples of AUMSON s Compliance with Alabama Board of Nursing Education Program s Administrative Code Standards from ABON Administrative Code 610-X-3-.02 (3) The governing institution shall provide financial support and resources sufficient to meet the outcomes of the nursing education program. Resources include, but are not limited to: (a) Financial; (b) Educational facilities; (c) Equipment; (d) Learning aids; (e) Technology; (f) Administrative, instructional, and support personnel. (7) The governing institution and nursing program administrator shall provide sufficient numbers of qualified faculty to assure that curriculum implementation and expected program outcomes are achieved. Minimum qualifications of nurse faculty shall include: (a) an active unencumbered Alabama registered nurse license. (b) at least one graduate degree in nursing or health-related field. (c) be academically and experientially qualified to teach in the area assigned. (6) A nursing education program shall be administered by a qualified program administrator who is accountable for the planning, implementation, and evaluation of the program. Minimum qualifications of a nursing program administrator shall include: (a) an active unencumbered Alabama registered nurse license. (b) a master s or higher degree in nursing. (c) be academically and experientially qualified to administer a nursing program. (d) prior experience in nursing education and nursing practice. (9) Faculty are accountable for curriculum development, implementation, and evaluation. 610-X-3-.05 (3) Programs shall adhere to their written plan for the systemic evaluation of the total program that is comprehensive, demonstrates ongoing evaluation, based on program outcomes and incorporates continuous improvement. Location of Documentation of AUMSON s Compliance Within This Document Standard II.A,B,D,E,F Standard II. D Standard IV. E Standard II.C Standard III.A,B,C,D,E,F Standard III.G Standard IV. A,B,C,D,F I-C. Expected faculty outcomes in teaching, scholarship, service, and practice are congruent with the mission, goals, and expected student outcomes.

10 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: Faculty roles in teaching, service and research are clearly identified in the mission of AUMSON and linked to AUM s mission. The Auburn University Montgomery Faculty Handbook details expectations for faculty in terms of promotion and tenure. The University Faculty Handbook is accessible at http://www.aum.edu/docs/administration/faculty_handbook.pdf. Faculty Senate is the group responsible for the handbook and the School of Nursing has a faculty member serving on the Faculty Handbook ad hoc committee which is currently making revisions. In the SON there are two instruments, which are based on principles related to faculty performance, promotion and tenure in the AUM Faculty Handbook, that assist in guiding and evaluating faculty performance and outcomes. Faculty are evaluated by the Faculty Annual Evaluation or FAE (Appendix C) instrument by the Dean. This instrument was jointly developed by administration and faculty and approved by the entire faculty in April 2009 with minor revisions in April 2010. The instrument explicitly defines outcomes for faculty in each of the mission areas: teaching, scholarly activity/professional development and service. Behaviors in five different levels ranging from weak to outstanding are defined for each area. All faculty must perform at the expected level to build their cases for promotion and/or tenure. Additionally, a Third Year Review process is in place for tenure track faculty to assess progress toward tenure. Congruent with the FAE instrument is the Workload Policy Statement (Appendix D) which was approved in February 2010. Generally, workload is distributed among the major mission areas by percentage over the academic year. Another consideration is whether faculty have a 9-month or 12-month appointment. The typical workload for tenure track faculty is 65% teaching, 20% scholarship, and 15% service. For clinical track faculty, the workload is generally 80% teaching, 10% scholarship, and 10% service. The School of Nursing was one of the first schools on campus to develop specific SON Promotion and Tenure Guidelines in February 2010. This document (Appendix E) specifies criteria for promotion to each rank in the tenure and clinical tracks. Using the explicit behaviors required for expected performance in the FAE instrument and the Promotion and Tenure Guidelines, combined with the workload policy, faculty outcomes are clear, congruent with the mission and goals and assure that human resources are sufficient to meet expected student outcomes. 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.

11 Program Response: The roles of faculty and students in the governance of the program are detailed in the Constitution of the Faculty Council found in the AUMSON Faculty Handbook. The bylaws of the AUMSON Faculty Council state that the functions include: (a) Make decisions, which will facilitate achievement of the goals and outcomes of the School of Nursing (b) Provide a means of sharing information with peers, students, and administration (c) Implement a plan of ongoing program evaluation and revise as appropriate (d) Formulate policies within the framework of the outcomes and purposes of Auburn Montgomery (e) Act on the recommendation of all School of Nursing committees. School of Nursing faculty attend monthly Faculty Council meetings during the academic year. Standing committees for the undergraduate program of the Faculty Council are Curriculum Oversight and Program Evaluation (COPE), Instructional Technology, Student Affairs, Admissions and Promotions, and Scholarship and Awards. Standing committees meet at least once a semester and committee reports are included at the monthly meetings of the Faculty Council. All committee minutes are available in the School of Nursing Committee Minutes course located in Blackboard. The Associate Dean appoints faculty to the standing committees, based as much as possible on faculty preference and expertise. The Dean s Advisory Committee is an ad hoc committee appointed by the Dean and includes the Associate Dean, the coordinator of the Educational Advancement for Registered Nurses (EARN) program, a tenured faculty, a non-tenured faculty and a clinical track faculty. This committee functions in an advisory role to the Dean including budgetary matters. The functions and membership of each committee can be found in the Faculty Handbook located in the resource room. Committee appointments will be reflected in faculty vitas which are also located in the Resource Room. Ad hoc committees are formed as the needs arise. For example, the COPE committee appointed an ad hoc committee to review and update the Clinical Practice Policy which was approved at the September 16, 2011 Faculty Council Meeting. In summary, faculty have opportunities for input into the program at Faculty Council meetings, committee meetings and the annual evaluation retreat. Faculty are also encouraged to send written requests to the appropriate committee when a concern or issue arises. For example, the COPE minutes from November 19, 2009 reflect a called meeting to discuss a special request from faculty related to a one-time exception for a grading policy. Other minutes reflect faculty discussion and vote on academic policies. For example, the Faculty Council Meeting minutes of July 16, 2010 reflect an extensive discussion and faculty vote related to changing the external testing program as well as the minimum course grade coming from exams. Faculty also play an active role in the SON strategic plan. For example, the minutes of April 15, 2011 reflect updates and clarifications of the plan. School of Nursing faculty participate in University governance with at least one representative on every university committee. The Standard II notebook in the resource room includes a list of faculty university committee service. The

12 School of Nursing has two representatives on the university Faculty Senate and a third faculty is serving as parliamentarian. Currently, a School of Nursing faculty represents Auburn Montgomery at the Auburn Board of Trustees meetings. Students from each traditional and EARN cohort serve on the Faculty Council and the Student Affairs Committee as non-voting members. Faculty and students are deeply and directly involved in the governance of the program and ongoing efforts to improve program quality. For example, the COPE Minutes from September 7, 2011 reflect a discussion of issues and ideas voiced by several students. The Faculty Council minutes from September 16, 2011 reflect the decision to develop alternative activities for students who are financially unable to attend out of town conferences. Input from students evaluations of courses are reviewed at the biannual evaluation retreat and curricular revisions are made if appropriate. The EARN program is offered as either hybrid or online and the EARN coordinator is in contact with all students at least weekly via email and/or Wimba. The class president emails both cohorts related to matters of concern. I-E. Documents and publications are accurate. References to the program s offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, transfer of credit policies, grading policies, degree completion requirements, tuition, and fees are accurate. Elaboration: A process is used to notify constituents about changes in documents and publications. Information regarding licensure and/or certification examinations for which graduates will be eligible is accurate. Program Response: The Auburn Montgomery Undergraduate Catalog is the primary source for general information about the university s offerings, outcomes, accreditation/approval status, academic calendar, admission policies, grading policies, degree completion requirements, tuition and fees. Students can access the catalog online at http://www.aum.edu/docs/catalogs/catalog_ug_2010-12.pdf. More specific information about SON courses, grading policies and outcomes are in the AUMSON Student Handbook and every course syllabus. Each traditional student receives this handbook in Nurs 2020 Professional Nursing: The Foundations of Health Care and it is also available online at http://www.aum.edu/docs/careerdevelopment-center/nursing-student-handboook-11-12.pdf. Students in the EARN program also have access to the handbook at the website listed above. The EARN coordinator disseminates the handbook during hybrid orientation and through webcasting for the online cohort. The academic advisor s office generates information packets (Resource Room) to distribute to potential students that provide concise information about each program and also oversees the information on the AUMSON web site at http://www.aum.edu/schools/school-of-nursing/advising related to admission requirements.

13 The requirements and information specific to the EARN track can be found at http://www.aum.edu/schools/school-of-nursing/advising. All interested applicants are referred to the EARN coordinator and the academic advisor. Annual and ongoing review for accuracy of SON publications takes place in several ways. For example, the COPE Committee reviews the AUMSON Student Handbook annually and makes revisions as appropriate. If any changes are made between annual revisions, updated information is placed in students boxes with instructions to update their copy of the handbook. For example, at the September 2011 Faculty Council meeting, revisions to the Clinical Practice Policy were approved with an implementation date of January 2012. Copies of the new policy were placed in student boxes in November (see Faculty Council Minutes of September 16, 2011 in the resource room). Admission to pre-nursing at Auburn Montgomery is congruent with admission to other schools at the university. Pre-nursing students apply to the professional program at the junior level after completion of lower division courses, generally at the end of the sophomore year. Admission to the traditional Professional Program in the SON is competitive, based on an objective formula including pre-nursing grade point average, hours at AUM and interview scores. The criteria are included on the SON website, in the pre-nursing student handbook which can be accessed online at http://www.aum.edu/docs/prenursing/prenursing-handbook-2011.pdf, and in the orientation packet given to every pre-nursing major at freshman orientation. The academic advisor also encourages every pre-nursing major to make an advising appointment each semester to review progress toward achieving admission. Interviews are granted to the top students in the applicant pool and typically twice the number of students we plan to admit are interviewed. Applicants with the highest scores according to the formula are admitted to the professional program. Admission to the EARN program is based on GPA and completion of prerequisites. Students must possess a 2.5 grade point average in order to be considered for admission into the SON; however, average GPA of successful applicants is generally 3.3. AUMSON tends to attract a diverse population as reflected in Table IV.A.4. Beginning in the Fall of 2010, the SON implemented a new curriculum and twice a year admission for the traditional track. The twice a year admission was designed in part to increase enrollment in the traditional track in light of the high demand for the major. The SON actively began communicating this change via email to all pre-nursing majors, on the AUMSON website and through presentations at the Community Advisory Board and the Clinical Advisory Board meetings. The AUM Catalog includes information related to twice a year admissions and application deadlines. Upon entering the upper division, all students in the traditional program are required to successfully complete NURS 2020 Professional Nursing: The Foundation of Health Care. During this course, the SON Student Handbook which includes admission, retention and progression policies and

14 procedures is discussed at length. All course syllabi (Resource Room) include the following statement, For successful completion of the course students are expected to adhere to policies, guidelines and codes in the Auburn University Montgomery Undergraduate Catalog, the AUMANAC, Auburn University Montgomery Student Handbook and the Auburn University Montgomery School of Nursing Handbook. Students are admitted to the EARN program in the summer of each year. The program can be completed in three semesters if a student is attending full time. For students desiring a part time option, the EARN coordinator collaborates with the student to develop an individualized plan of completion. Students must complete all course work within 5 years. Progression policies are outlined in detail in the SON Student Handbook and are consistent with the faculty s belief that competency is to be validated formatively and summatively on a regular basis. In order to progress in sequence, students in the traditional track must maintain a C in all coursework, an average of 73% on objective examinations, papers/projects, and clinical assignments and a satisfactory in clinical experiences. Students who do not achieve an acceptable level must meet with the out-of-sequence coordinator to develop a plan and submit a letter of intent to return to the program to the dean. Students in the EARN program must maintain a grade of C or higher to progress. Any student who is unsuccessful in more than one nursing course at any point in the curriculum is not allowed to continue in the SON. In order to prepare for NCLEX, students are required to engage in a sequential evaluation program that assists identifying strengths and weaknesses in their knowledge base. Students are required to take Assessment Technologies Institute (ATI) specialty exams in several areas including fundamentals, assessment, pharmacology, pediatrics, mental health, maternity, community, and medical-surgical nursing. These specialty exams are integrated at appropriate points in the curriculum and constitute 5-20% of the course grade. The new ATI Specialty Course Proctored Assessment Policy recommends that the ATI specialty exams comprise 10% of the specialty course grade. Students scoring below the required score must complete an individualized remediation. Minutes of the November 15, 2011 Faculty Council Meeting reflect the updated policy. I-F. Academic policies of the parent institution and the nursing program are congruent. These policies support achievement of the mission, goals, and expected student outcomes. These policies are fair, equitable, and published and are reviewed and revised as necessary to foster program improvement. These policies include, but are not limited to, those related to student recruitment, admission, retention, and progression. Elaboration: Nursing faculty are involved in the development, review, and revision of academic program policies. Differences between the nursing program policies and those of the parent institution are identified and are in support of achievement of the program s mission, goals, and

15 expected student outcomes. Policies are written and communicated to relevant constituencies. Policies are implemented consistently. There is a defined process by which policies are regularly reviewed. Policy review occurs and revisions are made as needed. Program Response: As described in key element I-A-1, the mission of AUM is congruent with the mission, goals and expected student outcomes of AUMSON. Likewise, all university policies are congruent with the mission, goals and expected outcomes of the SON and are accessible and applied equally to faculty in each school. Admission to pre-nursing is controlled by AUM admissions. The admission and progression policies that are unique to AUMSON are communicated as described in I-E. The AUM Faculty Handbook contains policies covering topics such as the operation of the University, expectations of faculty and promotion and tenure guidelines. AUMSON faculty participate in the review and revision of the handbook. As an example, one SON faculty member serves on the University Handbook committee and the ad hoc Faculty Handbook committee which is currently making major revisions. The AUM Faculty Handbook is accessible online at http://www.aum.edu/aboutaum/governance/university-policy/faculty-handbook. The university is currently developing a new university strategic plan. The Dean, Associate Dean, EARN Coordinator and another faculty represent the School of Nursing on the Strategic Planning Committee. The SON Faculty Handbook is provided to all faculty and contains policies specific to the School of Nursing. This handbook is reviewed annually by the COPE committee and revisions are presented to Faculty Council for faculty approval. For example, when the SON criteria for promotion and tenure were approved by faculty it was added to the Faculty Handbook. Every faculty has a copy of the SON Faculty Handbook and it is also accessible in the Blackboard SON Curriculum course. All policies and documents are published and reviewed as appropriate. As reflected in the Faculty Council Minutes from December 3, 2010 faculty participate in the review and revision of academic policies. I-G. There are established policies by which the nursing unit defines and reviews formal complaints. Elaboration: The program s definition of a formal complaint and the procedure for filing a complaint are communicated to relevant constituencies. The program follows its established policies/procedures for formal complaints. Program Response: The School of Nursing recognizes the rights of students to voice grievances about any aspect of the School of Nursing through appropriate channels. The procedure for filing a grade appeal can be found in the School of Nursing Student Handbook and is accessible online at http://www.aum.edu/docs/career-

16 development-center/nursing-student-handboook-11-12.pdf and in the AUM Student Handbook at http://viewer.zmags.com/publication/8cf998f9#/8cf998f9/1.. Other concerns are to be initiated at the source of the concern. If the concern is not resolved at that level students may proceed to the next level as follows: Clinical Associate, Faculty Member, Associate Dean, Dean, Provost, Chancellor. This process is also outlined in the School of Nursing Student Handbook. As an endorsement of the communication and trust between faculty and students, the Associated Dean and Dean rarely receive even minor concerns and there are no current or outstanding formal complaints. Analysis of Compliance with Standard I Consistency of the mission, goals and expected outcomes of AUMSON with AUM and professional nursing standards and guidelines Responsive to communities of interest as appropriate Annual review of the program mission, goals, and student outcomes Continuing to implement measures to increase alumni response rates Faculty roles in instruction, research and service are clearly identified in the mission and philosophy of the School of Nursing and linked to the AUM mission Faculty Annual Evaluation and Faculty Workload guidelines and Promotion and Tenure Criteria are written and followed Participation by faculty and students in the governance of the program is well developed and documented SON publications are reviewed regularly and revised in a timely manner Academic policies including recruitment, admission, retention and progression policies of the SON are congruent, consistent and support the mission, goals and expected outcomes of AUM AUMSON policies are congruent and consistent with university policy in terms of student complaints or grievances

17 STANDARD II PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES The parent institution demonstrates ongoing commitment and support for the nursing program. The institution makes available resources to enable the program to achieve its mission, goals, and expected aggregate student and faculty outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals, and expected aggregate student outcomes. II-A. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed. Elaboration: The budget enables achievement of the program s mission, goals, and expected student and faculty outcomes. The budget also supports the development, implementation, and evaluation of the program. Compensation of nursing unit personnel supports recruitment and retention of qualified faculty and staff. Physical space is sufficient and configured in ways that enable the program to achieve its mission, goals, and expected student and faculty outcomes. Equipment and supplies (e.g., computing, laboratory, and teaching-learning) are sufficient to achieve the mission, goals, and expected student and faculty outcomes. There is a defined process for regular review of the adequacy of the program s fiscal and physical resources. Review of fiscal and physical resources occurs and improvements are made as appropriate. Program Response: Auburn University at Montgomery School of Nursing s financial and physical resources are sufficient to enable the SON to meet its mission and expected student and faculty outcomes. The SON has a total budget of 1.45 million dollars which is managed by the Dean and utilized to pay faculty and staff as well as general support for the undergraduate and graduate programs. Faculty have routes of input to budgetary decisions. The physical space is adequate and utilized efficiently. Budget Process The University determines the budget for each of the schools, based on prior years and anticipated needs. Resources for the School of Nursing are adequate and are provided in the form of operating budgets, physical facilities, technological infrastructure, library access, student services, and faculty support. Our budget is sufficient to support instruction, faculty travel, support staff, and operations and maintenance given that there are many additional resources available in the University.

18 Traditionally each unit receives the budgeted amount from the previous year plus any salary increases. The School of Nursing has the opportunity to request one-time funding for technology equipment and other expenses from the Provost and Instructional Technology. For example, in 2011 Instructional Technology purchased a complete technology podium for one classroom. The Chancellor approved funds to replace all tables and chairs for two classrooms to facilitate twice a year admissions. Additional funding was also made available to update two classrooms, purchase two laptops, a technology podium and a new grading machine. The School of Nursing has also received two AUM intramural outreach grants totaling over $25,000. Similar to other institutions of higher education, Auburn Montgomery is experiencing decreased revenues from the state resulting in the inevitable budget cuts. Due to the economic downturn, state funding for Auburn Montgomery has been decreased over the past three years. As a consequence, no increases in salaries were possible in the 2008-2009 and 2009-2010 academic years. In December 2010, the Board of Trustees approved a 3%, one-time supplement pool, awarded on the basis of merit, for all full time faculty and staff. In 2011-2012, a 3% permanent raise, again awarded on the basis of merit, was approved by the Board of Trustees. This increase did little more than off-set an increase in faculty/staff contributions required by the retirement system. The Board approved another 3% allocation to once again provide a one-time supplement based on merit for faculty and staff in December 2011. Through careful management of resources no positions have been cut. Faculty continue to be given an annual stipend of $300 for professional development and up to $3000 (this amount is inclusive of the $300 professional development allotment) to cover the cost of presenting at professional conferences. If faculty are presenting a research paper, a request for the conference fee can be submitted to the University Research Council. Auburn Montgomery has imposed tuition increases in each of the last three years, but remains competitive in the region among like schools. In Fall 2009, the Auburn Board of Trustees approved a clinical fee of $200/semester hour for the School of Nursing. The fee will generate $4800 additional dollars per student over the five semester professional curriculum. These fees are used to increase enrollment through twice a year admissions by hiring additional faculty, supporting 12 month faculty appointments and supporting the operation and maintenance for the SON. Admissions have increased from 88 in 2009 to 134 in 2011. Plans are to increase admissions incrementally to 160 per year. In addition to state revenue and tuition and fees, a third source of funding is through development efforts. The SON shares a development officer with the Auburn School of Nursing, and pays 20% of this salary. Examples of funds raised due to development efforts include a three-year commitment for a total of $75,000 to fund a mental health faculty consultant. Our annual fund raiser, the Blue Jean Ball, netted $58,000 in 2010. Of this money, 43% was donated to AUM nursing student scholarships (43% was

19 donated to Auburn SON scholarships), 3.6% to endowments and 11% to development. Although development efforts are fairly robust given the economy, more funds from this source are needed. In this economic environment, and in light of the fact that the university is entering the public phase of a capital campaign, it is imperative that the Dean has opportunities to focus on securing external funding. In the past, when faculty lines have been vacant, the school was able to retain those dollars, creating a budget reserve that could be used by the dean, with input from the faculty, to meet emerging needs. Recently, the Provost s Office changed this policy, so that unspent salary dollars go back to the central administration. This change in policy will affect our ability to be nimble in challenging economic times. Faculty Standards II-E, II-F and IV-E include more information about faculty resources. A faculty search in 2011 to replace one tenure track faculty, two clinical track faculty, and an additional clinical track faculty funded by fees was successful. Stimulus funding in 2010 had supported a part-time position for a Mentor to Educate, Retain and Empower future Nurses (MEREN) Coordinator to focus on retention. When the stimulus funding ended, the role of MEREN Coordinator was made the responsibility of one of the clinical track faculty. Physical Space The School of Nursing is located in Moore Hall which was built in 1988, and is currently the newest academic building on the AUM campus. Medical technology occupies half of one of the three floors with the remainder of the space being occupied by the School of Nursing. The first floor houses the Dean s suite with a large reception area, two offices, a conference room, a file room and a copy room. The Nursing Care Center, a nurse practitioner run student health center, is located on the first floor across from the Dean s office. There is a 250 seat auditorium and a student lounge also located on the first floor. Two small classrooms on the first floor can be used for seminars but are primarily devoted to the Medical Technology program. Half of the second floor is occupied by the Medical Technology program. The other portion of the second floor includes a computer lab with 30 computers, a large Nursing Resource Center (NRC), a simulation lab, and a debriefing room. There is a large faculty research/multi-purpose room on the third floor along with 20 faculty and staff offices, a break room and two 50-seat classrooms. A third small classroom is also available for seminars. Located just outside of Moore Hall is a large tree surrounded by a deck which is often used for class and social gatherings. The facility is adequate to meet the current needs, but strategic planning goals to increase enrollment will require additional space for class, simulation and faculty offices.

20 Staff Support There is a faculty administrative associate and a full-time lab coordinator. Additional support staff includes the Dean s senior administrative associate, a full-time pre-nursing academic advisor/recruiter, a part-time assistant advisor and a part-time admissions coordinator/data specialist. Additional staff support will be needed as enrollment increases. Equipment and Supplies All faculty have fully furnished private offices with updated computers, printers and telephones. A copy machine is accessible from all faculty computers. Faculty have access to two fax machines, two copy machines and a variety of office supplies. Clinical Contracts The School of Nursing has 47 contracts with clinical agencies throughout the state and 23 contracts with clinical agencies outside of Alabama. These contracts are maintained by a faculty member and the Dean s senior administrative associate. Auburn Montgomery is not associated with a major medical center, but appropriate clinical experiences are identified throughout the state. There are three major hospitals within a 10 mile radius of the SON where our students gain much of their clinical experience. Less than one mile from campus is Baptist East, a 150-bed acute care hospital that was ranked in the nation s 100 Top Hospitals by Thomson Reuters and one of the 15 Top Health Systems. This institution received the 2010 HealthGrades Patient Safety Excellence Award which places them in the top 5% in the nation for patient safety. Services include general medical/surgical, pediatrics, 24-hour emergency services, labor and delivery, level II NICU, Medical/Surgical Intensive Care Unit (ICU) and general and specialized surgical services. Baptist South in Montgomery is a 454-bed regional referral center with an accredited sleep disorders center, a regional neonatal ICU, chest pain center, emergency services (level 1 trauma), a behavioral health treatment facility and family centered maternity care. A third Montgomery agency is Jackson Hospital which is licensed for 344 beds and provides cardiac, cancer, neurosciences, orthopedics and women s and children s care, along with 24-hour emergency services. Clinical experiences are also scheduled at Children s Hospital in Birmingham and at several rural hospitals in the area. Clinical rotations expose the students to a variety of areas including acute care, long term care, home health, school health, community health, and professional organization activities. Each semester students also complete 12 hours of community service. Agencies currently under contract with AUM along with their locations and type of clinical experience provided can be found in the Resource Room. Over recent months, obtaining and maintaining clinical contracts has become very time intensive, due in part to more requirements from the health care agencies. Competition with other schools of nursing for clinical sites has also increased as enrollment numbers rise. As competition increases, simulation will

21 be offered as an alternative to select clinical activities as discussed in the simulation policy. A more comprehensive description of clinical facilities utilized by the SON is included in Standard III-D and III- E. II-B. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs. Elaboration: Academic support services (e.g., library, technology, distance education support, research support, admission, and advising services) are adequate for students and faculty to meet program requirements and to achieve the mission, goals, and expected student and faculty outcomes. There is a defined process for regular review of the adequacy of the program s academic support services. Review of academic support services occurs and improvements are made as appropriate. Program Response: There are a large number of academic support services available to students at the University and in the School of Nursing. Pre-nursing students are identified as those most in need of academic support as the pre-requisite courses are intellectually rigorous and many of the students are first generation college students. The Learning Resource Center (LRC) offers free tutoring for all students. Extended hours ensure that students have optimal access. The pre-nursing academic advisor encourages students to meet with her each semester to determine progress and ensure that students are progressing as planned. One of the clinical faculty in the SON, the MEREN Mentor, has responsibilities for tutoring of at-risk students. She spends 70% of her time meeting with students individually and in groups to facilitate student success. She offers classes on test taking strategies and reviews specific content areas. At the July 5, 2011 Evaluation Retreat, faculty were encouraged to put the following statement in each syllabus: In an effort to facilitate success, any student achieving < 73% on any exam is required to present documentation of an individual meeting with the MEREN Mentor prior to taking the next exam. Without appropriate documentation the student will not be allowed to take the next exam. Faculty also encourage and offer appointment times for students to review content or exams and develop plans for success. Several years ago faculty received permission to utilize the Loma Linda University School of Nursing Learning Assistance Program Objective Analysis Worksheet to assist in helping students identify problems related to testing. A copy of the completed worksheet is kept in the student file for future reference. Students have access to the Nursing Resource Center (NRC) and nursing computer lab to practice, refine or remediate cognitive or psychomotor deficiencies. The NRC is staffed with a master s prepared nurse who is available to help students practice skills and identify appropriate computer assisted instruction (CAI) that may be helpful in addressing any identified deficits. For example, if a student is

22 having difficulty accurately assessing blood pressures in the clinical area, faculty refer the student to the NRC for one-on-one instruction with the NRC coordinator. Other support services on campus include Career Advising, Counseling Services and the Center for Disability Services. The university has recently hired a Dean of Students and a Dean of Enrollment Services to facilitate student success. First year freshman living on campus have the opportunity to participate in the Learning Comes First Freshman Forum (LCF3). LCF3 offers a living environment that offers resources and support to help first year students successfully transition from high school to college. A faculty representative from the School of Nursing participates directly with these students. Library Services Library services and data bases are extensive with a librarian assigned to nursing and an annual budget to purchase books, databases and media. The School of Nursing has a faculty member who serves on the University Library Committee and places orders for books and media as requested by faculty. Despite current library budget restraints and reductions, the School of Nursing was able to retain access to their priority subscriptions through dialogue and input to the Library Committee. A listing of nursing resources available in the library can be found in the Resource Room. As a part of NURS 3141, Concepts and Evidence Based Skills for Professional Clinical Practice, students learn how to navigate databases through the Library, including CINAHL and the Cochran Database. Information Technology Services The Information Technology Services (ITS) assist the faculty, staff and students in all aspects of technology. They provide computer services for the university s administrative and academic programs, telecommunication services and academic computer labs. Services include a help desk that is available via phone and email for all technical issues and questions, desktop and user support for installation, upgrades, maintenance and repair, network and telecommunications support for data networks, information systems support for the student administrative systems and instructional support and collaborative technology for the student learning system (Blackboard). ITS provides Auburn Montgomery with a reliable, secure information technology infrastructure and technical support that enables information technology. A secure wireless network is available to AUM students, faculty and staff in a number of public and classroom spaces around the campus and in the campus residence halls. Each currently enrolled student has a unique user name and password which allows for secure access to the campus portal, email, network storage, ITS computing labs, network printing, restricted online class materials, and other AUM computing resources. Per university policy, this unique student password and user name serves as valid identification for students enrolled in online and hybrid courses. Computing labs across campus are available for use by students and employees. ITS maintains 2 open computer labs

23 with 138 networked multimedia Window machines, all of which are available 12-15 hours per day. Other computer labs are located in the School of Business and in the library. Auburn Montgomery is dedicated to providing all faculty and students with effective technology to enhance teaching and improve learning. A Blackboard Learning System is used as the primary course management tool at AUM and it provides a platform for faculty to manage course activities and content and for students to interface with the material, the teachers and each other. ITS employs two instructional designers and one instructional support specialist who conduct workshops for faculty members in a range of instructional technologies. To ensure consistency and quality in online teaching, all faculty who teach online are required to become certified through the Faculty Development Institute (FDI). The majority of faculty in the School of Nursing are certified to teach online and have received a stipend for their completion. FDI is a continuously evolving program designed for faculty and course development. The ITS department offers faculty development courses on a regular basis and notifies everyone via campus email. Email (username@aum.edu) is the official means of communication at Auburn Montgomery. As such, students are responsible for checking their AUM issued email account on a regular basis. In addition to the computer labs located across campus, nursing students have access to the School of Nursing computer lab Monday through Friday from 8 am until 5pm when the university is open. Students are required to have some type of handheld device on admission to the program. The device is used to download selected resources and to access current information in the clinical area. As the leading school on campus in the area of technology, the School of Nursing was the first to pilot the ECHO 360 lecture capture software and one of the first schools to offer courses totally online. ITS purchased an audience response system (i-clicker) with handheld devices for classroom participation in the School of Nursing. II.C. The chief administrator: is a registered nurse (RN); holds a graduate degree in nursing; is academically and experientially qualified to accomplish the mission, goals, and expected student and faculty outcomes; is vested with the administrative authority to accomplish the mission, goals, and expected student and faculty outcomes; and provides effective leadership to the nursing unit in achieving its mission, goals, and expected student and faculty outcomes. Elaboration: The chief nurse administrator has budgetary, decision-making, and evaluation authority that is comparable to that of chief administrators of similar units in the institution. He or

24 she consults, as appropriate, with faculty and other communities of interest, to make decisions to accomplish the mission, goals, and expected student and faculty outcomes. The chief nurse administrator is perceived by the communities of interest to be an effective leader of the nursing unit. The program provides a rationale if the chief nurse administrator does not hold a graduate degree in nursing. Program Response: Dr. Gregg E. Newschwander assumed the AUMSON deanship in January 2010 after a nationwide search led by a committee composed of AUM and Auburn University (AU) nursing faculty and the associate deans, clinical and community representatives, a dean from AU and a vice chancellor from AUM. The process was facilitated by the Hollander Group. Dr. Newschwander serves as Dean of AUM and AU Schools of Nursing. His position is line based at AUM although he is tenured on both campuses and his salary is divided between AUM and AU. Dr. Newschwander reports to the Provosts at AUM and AU. He is the second Dean to serve under this model; the preceding Dean served at AUM and AU from 1999 to 2009. Dr. Newschwander is academically and experientially qualified to lead the SON with over 20 years of experience as an administrator in nursing education. He holds a PhD in Education and baccalaureate and master s degree in Nursing. The Dean s position is vested with the authority to make operational decisions necessary to accomplish the desired outcomes in terms of quality teaching, scholarship and service. At Auburn Montgomery, all Deans, including the SON Dean, have full authority to lead and manage their units. Issues such as budgetary expenditures, merit raises (within limits of the pool), faculty hires (with approval from the Provost), curriculum, admission standards, and graduate teaching status are all within the control of the school. Each year goals are set within the SON and resources are prioritized to achieve those goals. Dean Newschwander has autonomy to set directions for the school. In his two year tenure at AUM, Dr. Newschwander has had a positive impact on the program through energetic leadership and a robust vision for the future of the School. Through his leadership, a primary care nurse practitioner MSN track was approved and implemented, enrollments have increased and faculty positions have been added. The Dean of AUMSON has challenges unique to the position. The SON is the only school at AUM where the Dean also serves as Dean at Auburn University. Experienced Associate Deans on both campuses are responsible for the day-to-day student, faculty and curricular issues. However, the Dean holds responsibility for fund raising and the vision for these separate schools. There are regular times when his presence is required in both places, and his calendar often reflects conflicts, concurrent meetings at each campus, development activities taking place simultaneously, and annual or semi-annual retreat meetings on one campus that conflict with important events on the other campus. If a meeting is called to discuss an urgent matter while the Dean is on the other campus, the distance between would prevent him

25 from attending, eliminating input from the school into critical university decisions. As both AUM and Auburn enter into separate capital campaigns, the ability of the dean to be present on either campus will become an even greater challenge. II-D. Faculty members are: sufficient in number to accomplish the mission, goals, and expected student and faculty outcomes; academically prepared for the areas in which they teach; and experientially prepared for the areas in which they teach. Elaboration: The full-time equivalency (FTE) of faculty involved in each program is clearly delineated, and the program provides to CCNE its formula for calculating FTEs. The mix of fulltime and part-time faculty is appropriate to achieve the mission, goals, and expected student and faculty outcomes. Faculty-to-student ratios ensure adequate supervision and evaluation and meet or exceed the requirements of regulatory agencies and professional nursing standards and guidelines. Faculty are academically prepared for the areas in which they teach. Academic preparation of faculty includes degree specialization, specialty coursework, or other preparation sufficient to address the major concepts included in courses they teach. Faculty teaching in the nursing program have a graduate degree. The program provides a rationale for the use of any faculty who do not have a graduate degree. Faculty who are nurses hold current RN licensure. Faculty teaching in clinical/practicum courses are experienced in the clinical area of the course and maintain clinical expertise. Clinical expertise may be maintained through clinical practice or other avenues. Faculty teaching in advanced practice clinical courses meet certification and practice requirements as specified by the relevant regulatory and specialty bodies. Advanced practice nursing tracks have lead faculty who are nationally certified in that specialty. Program Response: For the academic year 2010-2011 the school had 7 full-time tenure track faculty and two full time clinical track faculty plus the Dean, Associate Dean, and MSN director. An additional faculty held a 90% appointment. To date, in the 2011-2012 academic year there are 7 full time tenure track faculty, one 90% faculty, one part-time contract faculty and 3 clinical faculty in addition to the Dean, Associate Dean, and joint MSN director. At this writing of this document, we are advertising for one additional tenure track faculty. All full time faculty are Registered Nurses, hold a master s degree in nursing, participate in continuing education annually in their area of clinical expertise and are qualified experientially to teach in the areas to which they are assigned. The Dean, Associate Dean, joint MSN director and five faculty hold

26 an earned doctorate. Two tenure track and one clinical track faculty are in the final stages of the doctoral process. All faculty are experienced nurses with many years of clinical experience before becoming a faculty member. The Associate Dean is a certified nurse educator, has a 50% teaching load and is a certified family nurse practitioner. Additionally, one tenure track faculty is a certified family nurse practitioner, one is a certified nurse midwife (Ret.) and one clinical track faculty is a pediatric nurse practitioner. Three faculty are certified nurse educators. Table II.D.1. includes an overview of credentials and experience of the faculty and how this correlates to their areas of teaching. Academic rank for the 2011-2012 academic year includes: 1 full professor, 1 associate professor, 4 assistant professors, 1 instructor and 3 clinical assistant professors. The Dean, Associate Dean and joint MSN director are all tenured full professors. Of the faculty, two are tenured and two have applied for tenure. The instructor has applied for promotion to assistant professor, the assistant professor has applied for promotion to associate professor, and the associate professor has applied for full professor. Tenure and promotion decisions are communicated no later than March 15 th and become effective at the beginning of the next academic year. The clinical assistant professor track was approved by the Board of Trustees in 2007 for the purpose of providing a career track to faculty with a clinical focus in teaching, research and service. By the sixth year of service, it is the expectation that clinical track faculty will be eligible for promotion to clinical associate professor. Specific criteria can be found in the SON Faculty Handbook and the revised AUM Faculty Handbook.

27 Table II.D.1. Overview of Credentials and Experiences of the Faculty Faculty Name/Rank Status Anita All Professor Tenured Donna Beuk Assistant Professor Debbie Faulk Professor Tenured Degree/Awarding Institutions Major Areas/Certification PhD University of Northern Colorado - Human Rehabilitation Graduate Certificate Gerontology Certified End of Life Nursing Educator MS University of Northern Colorado BSN University of Wyoming ADN Indiana University EdD University of Alabama (in progress expected graduation 08/2012) Education/Nursing Leadership, Nurse Educator Specialization MSN University of Mobile; Nursing Education/Administration BSN University of Mobile ADN University of Mobile CNE Certified Nurse Educator National League of Nursing PhD Auburn University- Public Policy/Public Administration MSN Troy State University- Adult Health/Nurse Educator BSN Auburn University Montgomery Certified Family Nurse Practitioner University of Alabama- Certification currently lapsed CNE Certified Nurse Educator Experiences 25+ years experience Staff Nurse or Head Nurse, Med/Surg, OB/GYN or ER 20+ years as clinical and theory nursing professor at BSN and/or MSN level 1 year experience teaching PhD students 10+ years of mentoring thesis and PhD students 3+ years as faculty 8+ years critical care and EEU RN 1 year DON 1 year clinical RN 13 years critical care 1.5 years staff development 5 years Long Term Care- Director of Nursing 9 years Community Nursing- W.K. Kellogg Project Grant Nurse 15 years nurse educator Major Area of Teaching Responsibilities Graduate level courses/coordination of graduate program Evidence Based Practice Assessment Pathophysiology RN to BSN Coordinator- Leadership and Management/Public Policy Transformation to Professional Nursing Evidence-Based Practice/Research

28 Julie Freeman Clinical Assistant Professor Cam Hamilton Instructor Ginny Langham Instructor 90% Ramona Lazenby Professor National League of Nursing DNP in progress University of South Alabama (anticipated graduation 07/2012) MSN Auburn/Auburn Montgomery Nursing Education BSN Auburn Montgomery Diploma Providence School of Nursing PhD Auburn University Educational Psychology MSN Troy State University Nursing, Adult Health and Education BSN Auburn University at Montgomery DNP -- In progress: University of South Alabama College of Nursing -- Community/Public Health Nursing Administration MSN - University of South Alabama College of Nursing Mobile, Alabama. Master s of Science in Community/Public Health Nursing Administration BSN - Auburn University at Montgomery. Montgomery, Alabama. EdD Auburn University Curriculum and Supervision 30 + years staff nurse in trauma, emergency, ICU CEN 2 years oncology 2 years medical-surgery float 7 years critical care 2 years cardiac cath lab 14 years cardiology 4 years Clinical Director of Cardiology practice 2 years adjunct clinical faculty 5 years nurse education 4 years simulation coordinator Community health screenings x3 years Simulation coordinator x2 years Community health clinical associate Nursing Resource Center Coordinator x5 years Home health nurse x2 years School Nurse x2 years Community Services Coordinator Home Health Division Montgomery County Health Department x3 years Med-Surge Staff Nurse/Charge Nurse x1 year 12 years critical care 5 years home health Fundamentals NCLEX-RN prep Simulation Medical-surgical nursing Critical Care nursing Simulation experiences Community Health Nursing Nursing Foundations Nursing Pathophysiology Advanced Assessment

29 Tenured MSN Troy State University Nursing, Adult Health & Education BSN University of Alabama in Birmingham CRNP-BC Certified Family Nurse Practitioner University of Alabama at Birmingham CNE Certified Nurse Educator National League of Nursing Certified End of Life Educator Ruth Martin Contract Arlene Morris Associate Professor Tenured Gregg Newschwander Professor Tenured MSN- University of Alabama in Birmingham BSN University of Virginia EdD Auburn University MSN Troy State University BSN Harding University Certification in Gerontology University of Arkansas for Medical Sciences School of Nursing CNE Certified Nurse Educator National League of Nursing Certified End of Life Educator End of Life Nursing Education Consortium (ELNEC) PhD Marquette University MS University of Colorado BSN Rutgers University 15 years FNP in senior adult, pediatric, college health and inhome risk assessments 27+ years nurse educator 3 years community mental health 4 years psychiatric/mental health I/P staff nurse 7 years mental health clinical instructor 1 year in CCU/Medical surgical care 6 years student health 5 years home health 2 years family clinic 19 years nurse educator 4 times delegate to ANA House of Delegates 2 times delegate to Sigma Theta Tau International Biennial Convention 25+ years experience as BSN and/or MSN faculty/ed admin positions 25 years clinical experience (part time pediatric emergency departments) End-of-Life Psychiatric/Mental Health Nursing Professional Nursing Concepts Gerontology Concepts Comprehensive Assessment for EARNS Marilyn Rhodes EdD Spalding University - 12+ years BSN/MSN faculty Maternity Nursing

30 Assistant Professor Christina Rials Clinical Assistant Professor Allison Terry Assistant Professor Rebeccah Vires Clinical Assistant Professor Stacey White Assistant Professor Leadership Education MSN-University of Kentucky -- Midwifery BSN Spalding University Air War College Air Command and Staff College Squadron Officer School MSN, Pediatric Nurse Practitioner- University of South Alabama BSN- University of Mobile PhD Auburn University Public Administration MSN Troy State University BSN-Auburn University Montgomery MBA University of Phoenix MSN University of Phoenix BSN New Mexico State University ADN-New Mexico State University PhD in progress Pharmaceutical Sciences - Auburn University MSN/FNP- University of South Alabama MSHA- University of Alabama at Birmingham BSN- Auburn University 30 year Air Force officer Clinical nurse; full scope midwifery 5 years obstetrical nursing USAF active duty 5 years ER 3 years School Nursing 3 years Nursery/NICU 1 year nurse educator 5 years critical care 4 years mental health 4 years research 2 years oncology 2 years home health 12 years nurse educator 17 years Acute Inpatient Obstetrics 11 years Nurse Leader 3 years Clinical Educator (Inpatient) 2 years Childbirth Educator/Abstinence Training 2 years NICU/Special Care Nursery 2 years Pediatrics 11 years as a Nurse Practitioner in various settings, private practice, government facilities, and hospital environment Family Practice, Pain Management, and Mental Health Physical Assessment Leadership & Management Transition to Professional Nursing Professional Nursing Concepts in the Childbearing Family and Reproductive Health Assessment/Fundamentals Lab Pediatric content in Acute/Chronic Physical Assessment Nursing Leadership At the Microsystem Level Nursing Leadership at the Macrosystem Level Transition to Professionalism Preceptorship Nursing Obstetrics Assessment Leadership Pharmacology- Acute Care/ Adult Med-Surg-

31 Montgomery CRNP- Family Nurse Practitioner Fellowship in Mental Health Areas of Specialty- Neuroscience Hospital Management experience- 5 years Program Director for multiple programs such as Hospice and Inpatient Rehabilitation Facilities. Extensive experience with orthopedics, neurological conditions, Post-surgical care. 16 years as an RN and Supervisor Areas of practice entail Hospice, Home Health, and Surgical Intensive Care Unit

32 Teaching assignments are made based on the workload policy (Appendix D). The formula for calculating FTEs is clearly documented in the AUM workload policy. Workload assignments are made utilizing Contact Unit Equivalents (CUEs). One CUE equals four hours of work time peer week. Eleven CUEs per semester are considered a full-time appointment. CUEs are based on a 44-hour work week for all weeks in the university calendar. In cases where faculty have higher CUEs in teaching one semester (more than 9 for clinical track faculty and more than 7.5 for tenure track faculty), adjustments may be made so that the other semester has less of a teaching load, allowing faculty to focus that semester more on research and service endeavors. Although exceptions may be made, faculty workload is defined as the following: Tenured and Tenure Track Faculty (Fall and Spring semesters) 7.5 CUEs teaching (65% teaching or 30 hours per week) 2.0 CUEs scholarship (20% scholarship or 8 hours per week) 1.5 CUEs service (15% service or 6 hours per week) Tenured and Tenure Track Faculty (Summer semester) 4.5 CUEs teaching (65% teaching or 30 hours per week) 1.5 CUEs scholarship (20% scholarship or 8 hours per week) 1.0 CUEs service (15% service or 6 hours per week) Clinical Track Faculty (per semester) 9.0 CUEs teaching (80% teaching or 36 hours per week) 1.0 CUE research (10% research or 4 hours per week) 1.0 CUE service (10% service or 4 hours per week) Temporary and/or Part-Time Faculty Typically devote 100% of effort to teaching Teaching assignments are made by the Associate Dean and guided by the workload policy. Every effort is made to respond in a timely manner to needs and requests related to teaching load. Everyone is expected to keep some clinical involvement in order to maintain clinical expertise. Beginning in August of 2009, tenure track faculty were given the option of converting to 12 month contracts to cover the summer teaching needs related to twice a year admissions. Three faculty converted to twelve month contracts and two faculty and all clinical faculty were originally hired on twelve month contracts. The conversion to 12 month contracts was funded by the clinical fees. Nine month faculty who desire summer teaching are compensated at 20% per university policy. Most doctorally prepared faculty members have graduate appointments and are eligible to teach in the graduate program. Graduate as well as undergraduate courses are included in the workload formula.

33 The SON employs carefully selected clinical associates to assist with direct clinical supervision and evaluation under the guidance of faculty. Clinical associates are hired semester by semester and may teach as little as 60 hours or as much as 500 hours over the span of a year, depending on their clinical expertise and clinical assignment. The SON has an adequate clinical associate line devoted to paying clinical associates. In Alabama, the State Board of Nursing permits the use of BSN prepared nurses for clinical instruction. Because the SON uses some small hospitals located in rural areas where there are no MSN prepared nurses practicing, the school is frequently unable to identify clinical associates with a graduate degree. There is, in general, a scarcity of MSN nurses in Alabama. Therefore, the SON utilizes experienced BSN prepared nurses to assist with clinical instruction as clinical associates. The overwhelming majority of our BSN prepared clinical associates are nurses with extensive experience in the unit where they instruct students, are recommended by agency staff/educators and are very favorably evaluated by students and faculty. Many of these clinical associates have some graduate work. The faculty coordinating the clinical courses in which these BSN graduates teach provides an in-depth orientation and visit the clinical site frequently to assure quality of instruction. The Associate Dean and the faculty review student evaluations of all clinical instructors each semester and those who do not meet expectations and do not improve are not re-hired. The Standard II Notebook contains tables describing clinical associates for the past three years. While the SON prefers hiring MSN prepared nurses in clinical associate positions, the shortage of MSNs in the region prohibit this as a mandatory requirement. Tenure and clinical track faculty may serve as course leaders, based on experience, education and preference. Generally speaking, clinical track faculty teach more in clinical settings than tenure track, however both tracks are involved in clinical teaching. The Alabama Board of Nursing mandates a ratio of 1 faculty for every 8 students in all acute care institutions and a flexible ratio in community settings. Students may also be paired with RN preceptors with a 1:1 ratio. II-E. When used by the program, preceptors, as an extension of faculty, are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes. Elaboration: The roles of preceptors with respect to teaching, supervision, and student evaluation are clearly defined; congruent with the mission, goals, and expected student outcomes; and congruent with relevant professional nursing standards and guidelines. Preceptors have the expertise to support student achievement of expected learning outcomes. Preceptor performance expectations are clearly communicated to preceptors. Program Response: AUMSON s final semester includes a 200-225 hour preceptorship. In this experience, students work one-on-one with a registered nurse in a clinical setting selected in collaboration with faculty. With

34 implementation of the current curriculum, approximately 50 students will have preceptorship experiences in over 40 different health care institutions. Many preceptorships take place in clinical agencies in the Montgomery and surrounding areas where students have had previous clinical experiences. It is not unusual for a student to identify a nurse that was particularly helpful to them and request that nurse as a preceptor. Although the majority of preceptorship experiences are in Alabama, some have occurred in Florida, North Carolina and Virginia. AUMSON and the healthcare agency enter into a legal contractual agreement for the preceptorship experience. Also, the student and preceptor sign a contract. Increasing time and resource commitment needed to get legal contracts with agencies led to a recent decision that students would be strongly encouraged to select a preceptor site from the robust collection of agencies that were already in a contractual agreement with AUMSON for the students admitted Fall 2010. This information was communicated with students upon admission to the program and throughout their course of study. Students, agency representatives, and course faulty work together to identify qualified preceptors. Every effort is made to place the student with a BSN preceptor. This is not always possible, especially in Alabama and the surrounding states due to the shortage of registered nurses, especially BSN-prepared, practicing patient-side. Preceptors must have a minimum of one year work experience as an RN in the area in which they are precepting and obtain approval from the health care agency. In cases where a BSN preceptor cannot be found, students may have an ADN nurse as preceptor but a BSN prepared nurse (usually the unit manager, charge nurse, or staff educator) oversees the preceptorship experience. Additional preceptorship guidelines can be found in the Nurs 4921 Preceptor s Packet. Before the beginning of the preceptorship, preceptors receive course and clinical objectives, evaluation tools, current skills list, program mission and outcome objectives, a letter from the course leader describing the preceptorship, and role expectations for the student, preceptor and faculty advisor. Faculty have also provided an orientation to preceptors in selected clinical agencies. Students work with the faculty to develop personal learning objectives based on course objectives. These are shared with the preceptor at the first meeting of the student and preceptor, and revised as needed based on input from the preceptor. Preceptor information is on file in the agency s education department. Signed preceptor contracts are on file with course faculty. Preceptors are considered an extension of the course faculty; therefore each student is assigned a faculty advisor who guides the preceptor in teaching/learning practices and in evaluating the student. During preceptorship experiences, evaluation takes place throughout as the faculty member, student and preceptor communicate on a regular basis. Mid-term evaluations are made so that if changes are needed time is available. Students must complete a written mid-term evaluation in conjunction with feedback from the preceptor. The objectives are reviewed and revised as necessary. The preceptors complete the Evaluation of Senior Students by Preceptor clinical

35 evaluation tool described in III.F. at the end of the preceptorship. However, course faculty are ultimately the accountable and responsible person for all final evaluations. The faculty advisor is in regular contact with the student and the preceptor through phone calls and emails. Generally, course faculty conduct site visits if the preceptors are with a 100-mile radius. II-F. The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes. Elaboration: Institutional support is available to promote faculty outcomes congruent with defined expectations of the faculty role and in support of the mission, goals, and expected student outcomes. For example: Faculty have opportunities for ongoing development in pedagogy. If research is an expected faculty outcome, the institution provides resources to support faculty research. If practice is an expected faculty outcome, opportunities are provided for faculty to maintain practice competence, and institutional support ensures that currency in clinical practice is maintained for faculty in roles which require it. If service is an expected faculty outcome, expected service is clearly defined and supported. Program Response: There are numerous programs at Auburn Montgomery, and within the SON, that support faculty in teaching, research and service. In the area of teaching, there is a writing Faculty Development Institute and a technology Faculty Development Institute. Classrooms are equipped with high-technology podiums that have document cameras, LCD projectors, and internet connections. ECHO360 enables faculty to record audio and course visuals in a digital format to augment classroom instruction. Two of the main classrooms have lecture capture capability (ECHO360) and funding from the Chancellor was used to equip the third classroom with the same capabilities. Voice over powerpoint through the use of Camtasia is also available. Each faculty has a choice of a desk or laptop computer and these are upgraded on a rotating basis. Stipends are awarded upon completion of the Faculty Development Institute which can be used to purchase ipads or other technology to enhance teaching. Because the SON is ahead of other schools on campus with the use of innovative technology, the Instructional Technology Services have provided funding for most of the classroom technology. Faculty are encouraged to participate in professional development offerings that are publicized via email on a monthly basis. Faculty are awarded up to $3000 per year to present at conferences. Funding for registration fees to present research findings can be requested from the university Research Council. The University offers several funding sources for research including grants for new faculty, grant-in-aid for any faculty, Ida

36 Belle Young. Faculty have numerous publications in refereed journals and presentations at the state, local, national and international levels. A summary of faculty accomplishments for the past three years will be available in the Resource Room. Informal weekly Brown Bag discussions often center on pedagogical approaches. A file in the Research Room houses pedagogical articles selected by faculty members. Reference books and professional journals are also available for faculty use in the Research Room, often helpful for mentoring new faculty. Faculty and administration within the SON provide support and encouragement for scholarly pursuits. In 2008, faculty discussions led to development of a Pub Club, an endeavor to identify scholarly interests and potential for collaboration. Faculty identified personal research interests, collaborative relationships were begun, with resultant increase in publications. Subsequently two faculty members submitted proposals to publishers based on identified faculty strengths and interests, resulting in book regarding nursing pedagogy that includes chapter contributions from five faculty, scheduled for publication in 2012. Service to the school, university, community and the profession is a natural and integral part of SON faculty work. Over the past three years, faculty have received over $25,000 from Outreach grants to support health screenings in several rural public schools. A summary of faculty service activities will be provided in the Resource Room, as well as faculty vitas. Faculty maintain practice in a variety of areas. Faculty supervise students in clinical areas based on expertise. For example, one faculty who has expertise in the area of geriatrics takes students to a local senior center, another faculty with critical care expertise supervises students in the intensive care units at a local hospital, another faculty conducts in-home health risk assessments on weekends and during semester breaks. Analysis of Compliance with Standard II Through careful management of resources, the SON has avoided staff/faculty layoffs and supported hiring of additional clinical faculty through the use of clinical fees Excellent clinical sites Experienced and dedicated faculty and staff Continued student growth will generate the need for additional faculty, staff, clinical associates, space and technology Resources such as the Learning Center, Center for Disability Service, and the MEREN Mentor are available to all students Extensive library resources and support The dean is academically and experientially qualified to accomplish the mission, goals and outcomes of faculty and students

37 The dual deanship model challenges optimal effectiveness and efficiency in areas such as external fundraising, providing infrastructure support for research, and onsite leadership in times of organizational change Strong, experienced faculty with the majority being doctorally prepared Well developed cadre of clinical associates with open lines of communication As student enrollment increases, additional faculty, staff and clinical associates will be needed Wide range of preceptorship experiences available to students Robust number of clinical hours spent in preceptorship Established workload policy Dedication to service Quality faculty publications and presentations

38 STANDARD III PROGRAM QUALITY: CURRICULUM AND TEACHING-LEARNING PRACTICES The curriculum is developed in accordance with the mission, goals, and expected aggregate student outcomes and reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected individual student learning outcomes and expected aggregate student outcomes. The environment for teaching-learning fosters achievement of expected individual student learning outcomes. Key Elements III-A. The curriculum is developed, implemented, and revised to reflect clear statements of expected individual student learning outcomes that are congruent with the program s mission, goals, and expected aggregate student outcomes. Elaboration: Curricular objectives (course, unit, and/or level objectives or competencies as identified by the program) provide clear statements of expected individual student learning outcomes. Expected individual student learning outcomes contribute to achievement of the mission, goals, and expected aggregate student outcomes. Program Response: As described in program response to Standard I, the mission, goals, and expected aggregate student outcomes of Auburn Montgomery School of Nursing (AUMSON) are congruent with those of Auburn University at Montgomery (AUM) and consistent with professional nursing standards and guidelines. To achieve the mission of the School of Nursing (SON) and the University, faculty have developed a conceptual framework that identifies and defines six skills areas (communication and collaboration, critical thinking and clinical judgment in clinical practice, scholarship for evidence based practice, clinical prevention and population health, diversity, and leadership) that are essential to the practice of professional nursing. The conceptual framework is formed from and informed by the mission of AUM and AUMSON and the AACN Essentials Document (2008) as well as faculty input. Flowing directly from the conceptual framework are the goals/expected outcomes (curricular outcomes) of AUMSON. There are curricular outcomes for each skills area. Unit objectives in courses throughout the curriculum reflect progressive attainment of student learning outcome objectives. Progression through the program enables achievement of the outcome objectives. Table III.A.1 illustrates the progression of course objectives, and curricular outcomes. Program Response III.B. describes briefly the recent revision of the curriculum that was in place from Fall 2000 through Spring of 2010 in order to be in alignment with 2008 Essentials, followed by a detailed account of the development of the new or 2010 Curriculum implemented in Fall 2010. The Educational Advancement for Registered Nurses (EARN)

39 program made a major curriculum revision which was first implemented in Summer 2010 and shares the same mission, conceptual framework and curricular outcomes.

40 Table III.A.1. Course Objectives Relationship to Outcome Objectives Semester 1 Course Objective Nurs 3130 Course Objective #1 Employ communication skills with patients, families and healthcare team members for holistic health assessment across the lifespan Nurs 3110 Course Objective #1 Apply basic therapeutic communication skills and technologies to promote health for diverse populations Semester 2 Course Objective Nurs 3230 Course Objective #1 Employ information and patient care technologies to effectively communicate collaboratively with healthy or acutely ill individuals, their families, and other interprofessional team members Nurs 3210 Course Objective #6 Integrate knowledge of pharmacological agents into patient education to enable the patient to better manage his or her own illness or disease Semester 3 Course Objective Nurs 3341 Course Objective #1 Communicate effectively and collaboratively with individuals, families, populations and health care delivery systems using technology as well as traditional approaches Nurs 3330 Course Objective #1 Integrate information, knowledge and technology while providing safe care to childrearing families, neonates, women and men with regard to reproductive health Semester 4 Course Objective Nurs 4810 Course Objective #1 Examine leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings Nurs 4230 Course Objective #1 Correlate information and patient care technologies to effectively communicate collaboratively with complex or chronically ill individuals, their families, and other health care providers Semester 5 Course Objective Nurs 4920 Course Objective #4 Demonstrate understanding of the process of retrieval, appraisal, and synthesis of evidence in collaboration with other members of the healthcare team to improve patient outcomes Nurs 4920 Course Objective #1 Construct communication techniques demonstrating understanding of collaborative team member roles in managing information, knowledge and technology to provide safe patient care and apply evidence to inform practice decisions Outcome Objectives 1.Collaborate and communicate effectively with health care team members, patients and patients support networks to implement patientcentered care including appropriate teaching for developmental stage, age, culture and health literacy to ensure high quality outcomes 2. Use information technologies to assist in effective communication, facilitate patient care, and integrate evidence from all relevant resources to promote high quality patient outcomes within microsystems and greater healthcare systems.

41 Table III.A.1. Course Objectives Relationship to Outcome Objectives (cont.) Nurs 3130 Course Objective #3 Develop evidencebased knowledge and skills for quality patient-centered care with an emphasis on health promotion Nurs 3141 Course Objective #4 Demonstrate an appreciation of diversity in performing health assessments and clinical skills to meet individual and family needs Nurs 3230 Course objective #2 Integrate critical thinking and clinical judgment in the delivery of safe, high quality professional nursing practice for healthy or acutely ill individuals and their families across the lifespan Nurs 3210 Course Objective #5 Discuss cultural and ethical variables in patient care scenarios in teaching medication effects, adherence factors, and nursing interventions Nurs 3330 Course Objective #2 Exhibit critical thinking and clinical judgment skills while providing patientcentered care to childbearing families, neonates, women and men experiencing reproductive alterations Nurs 3341 Course Objective #5 Exhibit inclusion of diversity skills in the delivery of professional nursing practice in the global community Nurs 4230 Course Objective #2 Organize critical thinking and clinical judgment in the delivery of safe, high quality professional nursing practice for complex or chronically ill individuals and their families across the lifespan Nurs 4810 Course Objective #4 Identify factors that promote a culture of high ethical standards, quality and safety within health care organizations Nurs 4920 Course Objective #3 Plan for the transition into the profession of nursing through the integration of knowledge and skills that are essential to practice Nurs 4920 Course Objective #2 Demonstrate personal attributes of professionalism as it applies to nursing practice 3. Demonstrate clinical judgment grounded in theories and concepts from liberal and nursing education in the delivery of efficient, safe, compassionate, and evidence-based care. 4. Exhibit ethics, caring and accountability for patient outcomes in all aspects of professional nursing practice.

42 Table III.A.1. Course Objectives Relationship to Outcome Objectives (cont.) Nurs 3130 Nurs 3220 Course Objective #3 Course Objective #2 Develop evidencebased knowledge and ethical and political Analyze the legal, skills for quality issues surrounding patient-centered care research with an emphasis on health promotion Nurs 3110 Course Objective #3 Apply active learning and self-reflection techniques to build the foundation for lifelong learning and professional development Nurs 3220 Course Objective #5 Discuss application of evidence for decision making to promote client health and improve quality and cost outcomes of care Nurs 3340 Course Objective #3 Describe evidencebased interventions in the delivery of professional nursing practice with individuals, families, and populations within the global community Nurs 3330 Course Objective #2 Exhibit critical thinking and clinical judgment skills while providing patientcentered care to childbearing families, neonates, women and men experiencing reproductive alterations Nurs 4230 Course Objective #3 Analyze evidencebased interventions in the delivery of safe, high quality professional practice for complex or chronically ill individuals and their families across the lifespan Nurs 4230 Course Objective #2 Organize critical thinking and clinical judgment in the delivery of safe, high quality professional nursing practice for complex or chronically ill individuals and their families across the lifespan Nurs 4920 Course Objective #4 Demonstrate understanding of the process of retrieval, appraisal, and synthesis of evidence in collaboration with other members of the healthcare team to improve patient outcomes Nurs 4920 Course Objective #4 Demonstrate understanding of the process of retrieval, appraisal, and synthesis of evidence in collaboration with other members of the healthcare team to improve patient outcomes 5. Implement evidence-based interventions to promote health, prevent disease and manage acute and chronic care of patients across the lifespan. 6. Demonstrate consistent self reflection techniques to identify learning needs especially in areas where knowledge is complex and changing rapidly

43 Table III.A.1. Course Objectives Relationship to Outcome Objectives (cont.) Nurs 3141 Course Objective #4 Demonstrate an appreciation of diversity in performing health assessments and clinical skills to meet individual and family needs Nurs 3220 Course Objective #7 Relate diverse cultural issues in application of evidence for nursing practice Nurs 3340 Course Objective #4 Discuss clinical prevention and population health skills in providing professional nursing practice within varying settings and situations Nurs 4230 Course Objective #1 Correlate information and patient care technologies to effectively communicate collaboratively with complex or chronically ill individuals, their families, and other health care providers Nurs 3141 Course Objective #2 Participate in clinical prevention and population focused health promotion Nurs 3230 Course Objective #2 Integrate critical thinking and clinical judgment in the delivery of safe, high quality professional nursing practice for healthy or acutely ill individuals and their families across the lifespan Nurs 3331 Course Objective #2 Utilize critical thinking and clinical judgment skills while providing patientcentered care to childbearing families, neonates, women and men experiencing reproductive alterations Nurs 4230 Course Objective #2 Organize critical thinking and clinical judgment in the delivery of safe, high quality professional nursing practice for complex or chronically ill individuals and their families across the lifespan Nurs 4910 Course Objective #3 Compare the benefits and limitations of the major forms of reimbursement on the delivery of health care services Nurs 4910 Course Objective #6 Describe state and national statues, rules, and regulations that authorize and define professional nursing practice 7. Implement patientcentered care emphasizing health promotion and disease prevention to individuals, families and populations reflecting an understanding of human growth and development, psychobiological factors, pathophysiology, pharmacology, and management across the health illness continuum. 8. Use clinical judgment with attention to effectiveness, efficacy, and equality in providing nursing care during disaster, mass casualty, and other emergency situations.

44 Table III.A.1. Course Objectives Relationship to Outcome Objectives (cont.) Nurs 3130 Course Objective #4 Differentiate the impact of human variations on health assessment and basic clinical skills to meet individual and family needs Nurs 3210 Course Objective #5 Discuss cultural and ethical variables in patient care scenarios in teaching medication effects, adherence factors, and nursing interventions Nurs 3340 Course Objective #5 Exhibit inclusion of diversity skills in the delivery of professional nursing practice in the global community Nurs 4230 Course Objective #5 Analyze diverse complex or chronically ill populations and their families in the delivery of safe, high quality professional nursing practice that respects patient and family preferences across the lifespan and health care Nurs 3130 Course Objective #2 Assimilate assessment findings to develop clinical reasoning in constructing an evidence-based plan of care Nurs 3220 Course Objective #7 Relate diverse cultural issues in application of evidence for nursing practice Nurs 3330 Course Objective #5 Employ diversity skills with vulnerable populations while providing care for childbearing families and individuals with regard to reproductive health settings Nurs 4231 Course Objective #4 Incorporate evidencebased interventions in the delivery of safe, high quality professional practice for complex or chronically ill individuals and their families across the lifespan Nurs 4920 Course Objective #2 Demonstrate personal attributes of professionalism as it applies to nursing practice Nurs 4920 Course Objective #3 Plan for transition into the profession of nursing through the integration of knowledge and skills that are essential to practice 9. Demonstrate a wide range of knowledge, skills and attitudes including cultural awareness, humility, sensitivity and competency. 10. Incorporate holistic assessments, awareness of values and spiritual beliefs in the delivery of quality patient and family centered, evidencebased care of diverse and vulnerable populations.

45 Table III.A.1. Course Objectives Relationship to Outcome Objectives (cont.) Nurs 3110 Course Objective #2 Incorporate an awareness of personal and professional values, priorities, and ethics into clinical reasoning Nurs 3230 Course Objective #7 Discuss leadership concepts, skills, and decision making to provide safe, high quality nursing care to healthy or acutely ill individuals across the lifespan Nurs 3330 Course Objective #6 Explore legal and ethical concepts of genomics in the health care of individuals, families, and populations Nurs 4810 Course Objective #2 Demonstrate critical thinking skills in leadership decisions pertinent to patient care such as delegation, conflict resolution, change and resource Nurs 3130 Course Objective #5 Demonstrate knowledge of safety concepts to minimize risk of harm to patients and providers Nurs 3210 Course Objective #4 Link how individual nursing actions in medication administration are related to recognized nurse sensitive quality and safety indicators Nurs 3340 Course Objective #3 Describe evidencebased interventions in the delivery of professional nursing practice with individuals, families, and populations within the global community allocation Nurs 4231 Course Objective #4 Incorporate evidencebased interventions in the delivery of safe, high quality professional practice for complex or chronically ill individuals and their families across the lifespan Nurs 4920 Course Objective #2 Demonstrate personal attributes of professionalism as it applies to nursing practice Nurs 4910 Course Objective #5 Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals practice 11. Demonstrate ethical and critical decision making skills, mutually respectful communication, collaboration, delegation, and conflict resolution techniques. 12. Facilitate patientcentered transitions of care using leadership skills based on current evidence, ongoing assessment of outcome measures, quality improvement and safety initiatives.

46 Table III.A.1. Course Objectives Relationship to Outcome Objectives (cont.) Nurs 3130 Course Objective #5 Demonstrate knowledge of safety concepts to minimize risk of harm to patients and providers Nurs 3110 Course Objective #5 Discuss the nurse s role in healthcare systems, policy and politics Nurs 3230 Course Objective #6 Interpret needs of diverse healthy or acutely ill population and their families in the delivery of safe, high quality professional nursing practice that respects patients and family preferences across the lifespan and health care settings Nurs 3230 Course Objective #4 Formulate clinical prevention strategies and population health skills in providing safe, high quality professional nursing care for healthy or acutely ill individuals and their families across the lifespan across settings of care Nurs 3330 Course Objective #1 Integrate information, knowledge, and technology while providing safe patient care to childbearing families, neonates, women and men with regard to reproductive health Nurs 3340 Course Objective #6 Employ relevant leadership skills in the delivery of professional nursing practice for diverse populations in the global community Nurs 4810 Course Objective #2 Demonstrate critical thinking skills in leadership decisions pertinent to patient care such as delegation, conflict resolution, change and resource allocation Nurs 4230 Course Objective #6 Evaluate leadership concepts, skills, and decision making to provide safe, high quality nursing care to complex or chronically ill individuals across the lifespan Nurs 4910 Course Objective #2 Describe the major methods for financing health care in the US and how the management of fiscal resources and policy decisions influence health care delivery Nurs 4920 Course Objective #1 Construct communication techniques to provide safe patient care, incorporating understanding of collaborative team member roles, knowledge and technology 13. Coordinate and manage care for diverse individuals, families, groups and populations in order to maximize health, independence, and quality of life at the microsystem level. 14. Demonstrate an understanding of the ambiguity and unpredictability of complex factors effecting health care such as health care policy, finance, and regulatory environments including local, national and global trend on equitable care of vulnerable populations.

47 III-B. Expected individual student learning outcomes are consistent with the roles for which the program is preparing its graduates. Curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum, expected individual student learning outcomes, and expected aggregate student outcomes. Baccalaureate program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008). Master s program curricula incorporate professional standards and guidelines as appropriate. a. All master s programs incorporate the Graduate Core Curriculum of The Essentials of Master s Education for Advanced Practice Nursing (AACN, 1996) and additional relevant professional standards and guidelines as identified by the program. b. All master s-level advanced practice nursing programs incorporate the Advanced Practice Nursing Core Curriculum of The Essentials of Master s Education for Advanced Practice Nursing (AACN, 1996). In addition, nurse practitioner programs incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2008). Graduate-entry program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) and appropriate graduate program standards and guidelines. DNP program curricula incorporate professional standards and guidelines as appropriate. a. All DNP programs incorporate The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) and incorporate additional relevant professional standards and guidelines as identified by the program. b. All DNP programs that prepare nurse practitioners also incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2008). Elaboration: Each degree program and specialty area incorporates professional nursing standards and guidelines relevant to that program/area. The program clearly demonstrates where and how content, knowledge, and skills required by identified sets of standards are incorporated into the curriculum. Advanced practice master s programs (Clinical Nurse Specialist, Nurse Anesthesia, Nurse Midwife, and Nurse Practitioner) and DNP programs with a direct care focus incorporate separate graduate level courses in health/physical assessment, physiology/pathophysiology, and pharmacology. Additional content in these areas may be integrated as needed into specialty courses. Separate courses in physical assessment, physiology/pathophysiology, and pharmacology

48 are not required by CCNE for students enrolled in post-master s DNP programs who hold current national certification as advanced practice nurses, unless the program has deemed this necessary. Program Response: Standard III will focus on the new or 2010 Curriculum that was implemented in the Fall of 2010. However, it should be noted that faculty were proactive in insuring that the previous curriculum which was phased out with the graduating class of Spring 2011 addressed the 2008 AACN Essentials. Updates were incorporated as appropriate at the annual curriculum retreat. Specifically, the curriculum was analyzed for concepts and content related to geriatric content, cultural competency and ethics, critical thinking and health care systems policy, information and use of technology, communication, evidence based practice, illness and disease management. Course objectives and curricular revisions were made in order to update the curriculum to the Essentials (2008) based on the findings of the review. For example, following a presentation at one of the weekly Brown Bag sessions, the faculty member whose specialty is gerontology, discussed how course concepts in NURS 3720 (previous curriculum) were rearranged and amplified to increase the focus on the older population as guided by AACN/John A. Hartford s Foundation publication, Caring for an Aging America: A Guide for Nursing Faculty (2006) and Recommended Baccalaureate Competencies and Curricular Guidelines for the Nursing Care of Older Adults (http://www.aacn.nche.edu/geriatric-nursing/aacn_gerocompetencies.pdf). Realizing that the new Essentials of Baccalaureate Education (2008) represented a significant change in the standards for baccalaureate education, the Dean and faculty believed that a complete curriculum revision was needed, even with the updates mentioned above. Therefore, during the 2008-2009 academic year an ad-hoc curriculum committee from the AUM and AU campuses, with input from the faculty, developed a new curriculum based on the 2008 Essentials. The ad-hoc curriculum committee task force, which became known as the New Cutting Edge Curriculum Committee (NCECC), began in September of 2008. The committee, appointed by the Dean, was co-chaired by the Associate Deans and had representation from the tenure and clinical track faculty on both campuses. As reflected in the September 26, 2008 minutes (found in the NCECC notebook in the resource room), the committee began by gathering input from faculty, current students and graduates through on-line surveys, Table III.B.1. includes the questions asked of faculty on the curriculum survey. Students and recent graduates were asked to respond to the following questions: What are we doing right? What needs work? How can we facilitate more interactive classroom learning?

49 What recommendations do you have concerning the length of the preceptorship experience? (graduates only) Almost 100% of the faculty completed the faculty curriculum surveys, suggesting an intense interest in this process. Committee members divided responses to the questions on the surveys and presented a summary of the results to the committee. Faculty believed that our strengths included heavy emphasis on clinical competency and caring and they did not want to compromise those components in the new curriculum. However, surveys did reveal that faculty believed clinical experiences could be made more efficient through simulation with increased focus on specific skills and knowledge to be learned and applied during shortened clinical days. Specifics related to simulation can be found in the May 4, 2011 COPE Minutes located in the Resource Room. Faculty, like graduates and students, consistently reported the need to use innovative teaching technology and incorporate more student centered learning and less lecture. More emphasis on gerontology, chronicity, long-term care, end of life issues and complex leadership concepts such as health care finance and public policy was advocated. Faculty surveys indicated a need for identifying core concepts essential to nursing practice that is also essential for all health professionals, including providing patient centered care, working in interdisciplinary teams, employing evidence based practice, applying quality improvements and utilizing informatics. The surveys revealed themes and patterns of faculty concerns related to general curriculum issues. For example, there were concerns about repetition and overlap of content and experiences, the propensity to overload the first semester and the attempt to prepare students as specialists particularly in critical care. Students also expressed being overwhelmed the first semester. The NCECC utilized this feedback in developing the curriculum. Table III.B.1. New Cutting Edge Curriculum Committee Faculty Survey 1. Thinking about our current curriculum and based on extensive review and update that we did on both campuses recently, as well as the new essentials, what are we doing right? 2. What needs work? 3. We have always had high clinical hours (a good thing!), but given the fact that we have a social mandate to admit more students in these days of a nursing shortage and that it is predicted the clinical agency placement is going to become more and more difficult in the near future, what are some ways we could make our clinical instruction more efficient? 4. Currently, our students have 250+ hours of preceptorship. The coordinators of the course report that it is becoming more and more difficult to place students. What innovative approaches could we use for preceptorship? 5. We have made tremendous progress in the use of simulation in the last few years. What is simulation s role in our new curriculum?

50 6. What resources do we need to support that role? 7. We are making progress in teaching methods other than lecture. How can we facilitate more interactive classroom teaching, keeping in mind the realistic fact that our class size will remain large? 8. Our curriculum is so full and the new essentials are definitely requiring that baccalaureate education be kicked up several notches. What are your thoughts on not requiring a NURS elective and using those 2 hours otherwise? 9. What about making electives a special option for outstanding students and faculty with special interests? 10. The new essentials do not mention nursing process to any extent. The document refers to clinical reasoning and clinical judgment instead of critical thinking and nursing process. What are your thoughts on how we will teach clinical reasoning/nursing process? 11. Please study the essentials document and share your thoughts on what would be an ideal curriculum. It would be great if you would give a semester by semester curriculum model. Comments: Anything else you want to add! Another early step in curriculum development was the creation of a new conceptual framework and curricular outcomes, which lays the foundation for the curriculum. During a summer sabbatical, one of the Associate Deans, with input from the Dean and other Associate Dean, drafted a conceptual framework and curricular outcomes based on the 2008 Essentials. The NCECC used this work as a starting point and spent several meetings revising them to reflect conceptually how the curriculum should be developed and what abilities graduates should possess. The NCECC approved the conceptual framework and outcomes at the October 29, 2008 meeting. They were circulated to the faculty as a whole electronically and discussed at a joint faculty meeting on November 7, 2008. Based on feedback from the faculty, the NCECC made revisions, circulated those revisions electronically and the faculty approved per electronic vote the revised conceptual framework and curricular outcomes in late fall semester 2008. Standard I.A. includes a brief description of the 6 skill areas of the conceptual framework. Table III.B.2. illustrates how each of these skill areas encompass concepts from at least two of the essential elements. Refer to Appendices A and B for the conceptual framework and curricular outcomes.

51 Conceptual Framework Skills Area Communication and Collaboration Critical Thinking and Clinical Judgment in Clinical Practice Scholarship for Evidence Based Practice Clinical Prevention and Population Health Diversity Leadership Table III.B.2. Conceptual Skills Areas and Corresponding AACN Essentials AACN Essentials Elements Information Management and Application of Patient Care Technology Interprofessional Communication and Collaboration for Improving Patient Health Outcomes Liberal Education for Baccalaureate Generalist Nursing Practice Scholarship for Evidence Based Practice Professionalism and Professional Values Scholarship for Evidence Based Practice Professionalism and Professional Values Interprofessional Communication and Collaboration for Improving Patient Health Outcomes Clinical Prevention and Population Health Clinical Prevention and Population Health Professionalism and Professional Values Basic Organizational and Systems Leadership for Quality Care and Patient Safety Health Care Policy, Finance, and Regulatory Environments After approval of the conceptual framework and curriculum outcome abilities and analysis and summarization of the surveys, the NCECC began curriculum work. Several sessions were devoted to brainstorming aimed at having a clear conceptual picture of the curriculum. To assist in curriculum development, posters were constructed for each semester and on each poster the 6 skills areas had a designated column. Committee members brainstormed about concepts and to which column and semester concepts belonged. Important themes emerged such as wellness to illness (which in some respects prevented overloading the first semester) and the need for leadership concepts to be real and useful as well as inclusive of the more complex leadership concepts in the Essentials. Minutes from the November 19, 2008 NCECC meeting reflect more information about the curriculum work. To ascertain that faculty had another opportunity for input, Associate Deans on both campuses circulated the following email after the November 19, 2008 meeting: The NCECC is quickly approaching the point of course design. Based on the direction of our new mission, conceptual framework and outcome abilities, we invite you to share with us ANYTHING that is important or essential to you. December 2008 through February 2009 were devoted to curriculum development. The following paragraphs describe the 2010 Curriculum. The 2010 Curriculum is a five semester course of study following a 2 hour foundational course (NURS 2020) the semester prior to beginning the five semester sequence. The new curriculum follows several principles. Concepts are presented in a simple to complex format and clinical experiences

52 progress from a wellness to illness approach (i.e. initial clinical experiences relate to health promotion, followed by experiences with acutely ill, then acute and chronically ill special populations, and finally clinical with those experiencing complex and chronic illnesses). Mental health concepts are included as appropriate in each semester. Prior to beginning the clinical courses, students take NURS 2020 Professional Nursing: The Foundation of Health Care which includes fundamental concepts for success in the study of nursing. The first semester has three theory courses and one clinical course. The theory courses NURS 3110 and NURS 3120 focus on professional nursing concepts and pathophysiology, respectively. NURS 3130 integrates current evidence to guide nursing assessment and skills in health promotion of individuals. The only clinical course in the first semester, NURS 3141 applies concepts from NURS 3110 and NURS 3130. A brief hospital rotation that focuses on basic assessment and skills, rather than more advanced medical/surgical skills is part of NURS 3141. This course also includes extensive lab and simulation experiences on communication, assessment and health promotion including mental health and basic nursing skills. Depending on the semester of admission, the sequence of courses is slightly different to accommodate the eight week summer semester. During the second semester, students admitted in the fall semester take Clinical Pharmacology (NURS 3210) which focuses on the nurse s responsibility in medication administration and Evidence Based Practice (NURS 3220), a course where the concepts of applying evidence in patient care is extended beyond the first semester s exposure to health promotion, skills and assessment. The theory and co-requisite clinical course (NURS 3230/3231) in this semester focuses on the acutely ill (defined as commonly occurring illnesses) across the lifespan with a heavy emphasis on complicated nursing skills and the inpatient acutely ill child, adult and older adult. The course also includes mental health concepts from an acute perspective. For students admitted in the spring semester, the plan of study for the second semester includes NURS 3210, NURS 3220 and the theory and co-requisite clinical course, NURS 3340/3341, which focuses on vulnerable populations such as the homeless, socioeconomically or geographically disadvantaged. The third semester for the fall admission cohort includes NURS 3340/3341 and NURS 3330/3331 which focuses on childbearing families and those with reproductive health issues. The third semester for the spring admission cohort includes NURS 3230/3231 and NURS 3330/3331. The fourth and fifth semester are the same for both admission cohorts, although the spring admission cohort has the summer off between the fourth and fifth semesters. The fourth semester s theory and co-requisite clinical focus (NURS 4230/4231) is chronic and complex conditions including basic critical care, acute exacerbations of chronic disease processes with co-morbidities, complex mental health issues requiring hospitalizations, long term care, end of life, and palliative care. This semester also includes the first of two leadership courses, NURS 4810, which contains leadership and management

53 concepts needed for direct patient care. In the fifth and final semester, the second leadership course, NURS 4910, expands leadership to broader concepts such as finance, public policy and nursing initiatives. NURS 4911 is the clinical course where students apply concepts of both leadership courses in various clinical settings. The fifth semester also includes a professional seminar course (NURS 4920/4921) and a preceptorship of 200 hours. The new curriculum was presented at a daylong off-campus joint faculty meeting March 11, 2009. One week prior to the joint meeting, faculty received a packet via email that included the agenda, the conceptual framework and outcome abilities, a new curriculum summary and topical outline of the new curriculum. A point of discussion form was included with instructions to share comments with one of the Associate Deans prior to the joint meeting to facilitate beginning discussion with these points. The meeting began with the Dean reviewing the charge to the committee. The NCECC members shared ground rules including: we are all considered equal, be respectful of all comments, no side line conversations, look at the curriculum from the big picture first, and try not to think only of, Where is my content and how or where do I fit? The committee took about one hour to present the curriculum, with each member having a major part in the presentation. An open discussion followed. The day concluded with unanimous approval of the curriculum, pending minor revisions. The NCECC addressed revisions suggested by the faculty and the curriculum was approved at a faculty meeting with a unanimous vote on March 23, 2009. Minor revisions to credit hours were necessary beginning with the Fall 2011 cohort to accommodate the university-wide implementation of Writing Across the Curriculum which was the Quality Enhancement Plan (QEP) selected for Southern Association of Colleges and Schools (SACS). The plan of study for each cohort is included in Table III.D. 1. A similar process was used to revise the EARN program curriculum which was implemented in Summer 2010. An adhoc committee led by the EARN Coordinator sought input from faculty, students and alumni. The curriculum was developed based on the same mission, conceptual framework and curricular outcomes used for the traditional program. Minor revisions were made to the curriculum after the first class graduated in Spring 2011. The EARN program is offered as totally online or hybrid. The online cohort access the information through a username and password protected system. Throughout the semester students are required to physically present themselves virtually through use of WIMBA Live Classroom, VoiceThreads, blogs and Virtual chats. Examples of How Curriculum was Developed Based on Professional Nursing Standards and Expected Aggregate Student Outcomes Following are two specific examples of how the curriculum was developed to reflect nursing standards and expected student outcomes. Expected Curriculum Outcome #5 states, Implement evidence based interventions to promote health, prevent disease and manage acute and chronic care of patients

54 across the lifespan. This outcome objective guides the development of evidence based practice skills throughout the curriculum. Because the Essentials place emphasis on the use of evidence in practice, the curriculum is designed so that evidence based practice is not a concept taught in one course, typically the research course. Beginning with the pre-clinical course NURS 2020, students are introduced to the concept of evidence based practice and in the first clinical semester (NURS 3130/3141), they are taught to find current evidence that guides skills and health promotion. In the second semester in NURS 3220 students explore in depth the levels of evidence and application of evidence to practice. Students collaborate with practicing nurses in the development of actual evidence based projects. For example, one student is working with an interprofessional team at Baptist East to gather information about central line associated blood stream infections. This knowledge is applied in the clinical courses (NURS 3231, NURS 3241, NURS 3331, NURS 3341, NURS 4231, NURS 4911, NURS 4921) as students progress through the curriculum. A second example of how the curriculum was developed to reflect guidelines and student outcomes is how leadership concepts are reflected in the curriculum. It is noteworthy that leadership skills are the only conceptual framework area with four rather than two outcome objectives which are paraphrased as: 1) Demonstrate ethical and critical decision making skills, collaboration, delegation, and conflict resolution, 2) Facilitate care based on current evidence, ongoing assessment of outcome measures, quality improvement and safety initiatives, 3) Coordinate care for diverse individuals, families, groups, and populations at the microsystem level, and 4) Demonstrate an understanding of the complex factors impacting health care. This broad interpretation of the concept of leadership is a reflection of several factors. One is the increased emphasis on leadership and management skills in the new Essentials which include both basic organizational and systems leadership for quality care and patient safety and health care policy, finance, and regulatory environments. Also, feedback from our community of interest, such as chief nursing officers who serve on the Clinical Advisory Board, indicates the need for a broader view of leadership and management to include, along with basic leadership skills (communication, delegation, prioritization, conflict management, basic organizational structure, etc.), broader skills such as an understanding of policy and finance, disparities in the health care system, scope of practice and interprofessional collaboration. These four outcomes guide the development of leadership in the curriculum. For example, in the first two semesters, communication (SBAR, therapeutic) is emphasized in NURS 3110 and NURS 3230/3231, safety initiatives are included in NURS 3230/3231. The third semester applies quality improvement principles to the care of special vulnerable populations (NURS 3330/3340). In the final two semesters, focus is placed on leadership, the rationale being that at this point students begin to participate in clinical experiences where these complex skills may be applied. The fourth semester includes the first of two leadership theory courses (NURS 4810) which includes

55 leadership and management concepts needed for direct patient care and functioning at the microsystem level. In the fifth semester, the second leadership theory course (NURS 4910), expands leadership to broader concepts such as finance, public policy and nursing initiatives. NURS 4911 is the companion clinical course in the fifth semester where students apply concepts of both leadership courses in clinical settings varying from team leading on a medical/surgical floor, attending health care policy legislative meetings and working with state long-term care facility inspectors. III-C. The curriculum is logically structured to achieve expected individual and aggregate student outcomes. The baccalaureate curriculum builds upon a foundation of the arts, sciences, and humanities. Master s curricula build on a foundation comparable to baccalaureate level nursing knowledge. DNP curricula build on a baccalaureate and/or master s foundation, depending on the level of entry of the student. Elaboration: Baccalaureate program faculty and students articulate how knowledge from courses in the arts, sciences, and humanities is incorporated into nursing practice. Post-baccalaureate entry programs in nursing incorporate the generalist knowledge common to baccalaureate nursing education as delineated in The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN,2008) as well as advanced course work. Graduate curricula are clearly based on a foundation comparable to a baccalaureate degree in nursing. Graduate programs delineate how students who do not have a baccalaureate degree in nursing acquire the knowledge and competencies comparable to baccalaureate education in nursing as a foundation for advanced nursing education. Accelerated programs that move students from basic nursing preparation (e.g., associate degree or diploma education) to a graduate degree demonstrate how these students acquire baccalaureate level knowledge and competencies delineated in The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), even if they do not award a baccalaureate degree in nursing in addition to the graduate degree. DNP programs, whether post-baccalaureate or post-master s, demonstrate how students acquire doctoral-level competencies delineated in The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006). The program provides a rationale for the sequence of the curriculum for each program.

56 Program Response: Auburn Montgomery School of Nursing requires a solid foundation in the arts, sciences and humanities. The 67 credit hour pre-nursing curriculum meets the core requirements of Auburn University Montgomery and the state of Alabama core requirements which can be found at http://stars.troy.edu/agsc/agsc.htm, http://stars.troy.edu/agsc/what_agsc.htm#areas http://stars.troy.edu/agsc/areav/nursing.htm and constitutes a student s first two years of study. AUM s core curriculum can be found at http://www.aum.edu/academics/core-curriculum. AUMSON also strongly embraces AUM s QEP of Writing Across the Curriculum (WAC) which requires all students to take a minimum of five writing intensive courses, including two in the major. Faculty believe that a foundation in the arts, sciences and humanities is essential in the development of an educated professional and assists students to think analytically, reason logically and develop a beginning understanding of the patient from both a biological and psychosocial perspective. These courses foster the continued development of effective verbal and written communication skills and provide students with a wide array of perspectives from which to understand the context of nursing practice. Natural sciences such as biology (BIOL 1010) and human anatomy and physiology (BIOL 2100 and BIOL 2110) and chemistry (PSCI 1500) assist the student to understand the individual as a physiological being and provide a baseline for comparing normal physiology with pathophysiological changes in patients with health alterations. General microbiology (BIOL 2010) introduces the student to microorganism identification and fundamental principles of disease spread and control. Knowledge of these principles provides the basis for understanding medical and surgical asepsis, immunity, and causes of infection. Math (MATH 1100) provides the student with principles used to compute correct dosages and lays the groundwork for understanding statistics (MATH 2670). Principles from statistics are applied in evidence based practice and in clinical courses in the professional curriculum. Six hours of English Composition and six hours of Literature studies lay the foundation for college level reading and communication through writing and speaking that are more fully developed in Professional Writing for Nurses (ENGL 3005), in the professional nursing concepts courses or theoretical courses, clinical courses, leadership courses, transitions course and the evidence based practice course. Principles from the behavioral sciences are the focus of social science courses. With a combination of a history course (HIST 1010 or 1020), a government course (POLS 2020), a psychology course (PSYC 2110), a sociology course (SOCI 2000), an ethics course (PHIL 2100 ), and two additional social science courses, a foundation is provided for understanding humans as social beings in a structured society. These courses also provide a basis for understanding social forces that influence the behavior of humans and the cultural diversities of patients. A nutrition course (BIOL 2000) provides students with an understanding of normal nutrition.

57 These principles are applied in clinical situations where patients have special nutritional needs. Developmental psychology (PSYC 3780) focuses on the cognitive, social, and emotional development of human beings across the lifespan and assists students in understanding normal development from conception to death. Clinical courses continue the lifespan approach. Similar prerequisites are required for EARN students with the exception of nutrition, developmental psychology and professional writing for nurses. To maintain consistency with the advising process, there is a full time academic advisor for all prenursing and EARN students. Standardized advising forms can be found in the resource room. Table III.C includes a list of prerequisite courses for the traditional and EARN programs. Table III.C. Prerequisite Courses Prerequisite Courses for Traditional Program Credit Hours ENGL 1010 English Composition I 3 ENGL 1020 English Composition II 3 ENGL 2530, 2570 or 2600 Literature I (English, American or World Literature) 3 ENGL 2540, 2580 or 2610 Literature II (English, American or World Literature) 3 Fine Arts MUSI 2110, VISU 1000, THEA 2040 (Music Appreciation, Art 3 Appreciation or Theater Appreciation PHIL 2100 Applied Ethics 3 MATH 1100 Finite Math 3 BIOL 1010 and 1011 Principles of Biology with lab 3 + 1 PSCI 1500 and 1501 Introduction to Chemistry with lab 3 + 1 HIST 1010 or 1020 World History 3 POLS 2020 American National Government 3 PSYC 2110 General Introductory Psychology 3 SOCI 2000 Introduction to Sociology 3 BIOL 2000 Nutrition 3 BIOL 2010 and 2011 Microbiology with lab 3 + 1 BIOL 2100 and 2101 Anatomy and Physiology I 3 + 1 BIOL 2110 and 2111 Anatomy and Physiology II 3 + 1 MATH 2670 Elementary Statistics 3 PSYC 3780 Developmental Psychology 3 ENGL 3005 Professional Writing for Nurses 3 NURS 2020 Professional Nursing: The Foundation of Health Care 2 Prerequisite Courses for EARN Program Credit Hours ENGL 1010 English Composition I 3 ENGL 1020 English Composition II 3 ENGL 2530, 2570 or 2600 Literature I (English, American or World Literature) 3 ENGL 2540, 2580 or 2610 Literature II (English, American or World Literature) 3 Fine Arts MUSI 2110, VISU 1000, THEA 2040 (Music Appreciation, Art 3 Appreciation or Theater Appreciation Additional Area II course 3 MATH 1100 Finite Math 3 BIOL 1010 and 1011 Principles of Biology with lab 3 + 1 PSCI 1500 and 1501 Introduction to Chemistry with lab 3 + 1 HIST 1010 or 1020 World History 3 Two additional Area IV courses 6

58 BIOL 2010 and 2011 Microbiology with lab 3 + 1 BIOL 2100 and 2101 Anatomy and Physiology I 3 + 1 BIOL 2110 and 2111 Anatomy and Physiology II 3 + 1 MATH 2670 Elementary Statistics 3 III-D. Teaching-learning practices and environments support the achievement of expected individual student learning outcomes and aggregate student outcomes. Elaboration: Teaching-learning practices and environments (classroom, clinical, laboratory, simulation, distance education) support achievement of expected individual student learning outcomes identified in course, unit, and/or level objectives. Program Response: The classroom and clinical teaching-learning practices of AUMSON are guided by and support the achievement of individual and aggregate student learning outcomes. In order to meet expected outcomes and reflecting faculty beliefs that the practice of professional nursing can take place in any environment, every semester of the professional curriculum requires theory courses with lab and/or clinical counterparts. Students are exposed to numerous hours of teaching/learning experiences throughout the curriculum in class and clinical. Clinical learning experiences increase throughout the curriculum from 135 in the first semester to 315 in the final semester, giving students the opportunity to systematically develop communication and collaboration, critical thinking/clinical judgment, scholarship for evidence based practice, clinical prevention/population health, diversity and leadership skills in the clinical area. The clinical experiences also increase in complexity throughout the curriculum. For example, in the first semester, prior to the first hospital experience all students attend Mock Hospital in the simulation lab. By the final semester, students are working with individual preceptors and taking responsibility for a full patient load. Table III.D.1 includes a summary of actual theory and clinical hours for the traditional program and Table III.D.2 includes a summary of actual theory hours for the EARN program.

59 Table III.D.1 AUMSON Professional Curriculum Credit Hours, Theory Contact Hours and Clinical Contact Hours Courses by Semester Semester 1 Nurs 3110 Theoretical Concepts of Professional Nursing Practice (WI) Nurs 3120 Nursing Pathophysiology Nurs 3130 Evidence Based Skills, Assessment, and Health Promotion Nurs 3141 Concepts and Evidence Based Skills for Professional Clinical Practice Semester 2 (Fall admission cohort) Nurs 3210 Clinical Pharmacology Nurs 3220 Evidence Based Practice Nurs 3230 Professional Nursing Concepts: Acute Care Across the Lifespan Nurs 3231 Professional Nursing Concepts: Acute Care Across the Lifespan Clinical Semester 2 (Spring admission cohort) Nurs 3210 Clinical Pharmacology Nurs 3220 Evidence Based Practice Nurs 3340 Professional Nursing Concepts Across Populations Nurs 3341 Professional Nursing Concepts Across Populations Clinical Semester 3 (Fall admission cohort) Nurs 3330 Professional Nursing Concepts in the Childbearing Family & Reproductive Health Nurs 3331 Professional Nursing Concepts in the Childbearing Family & Reproductive Health Clinical Nurs 3340 Professional Nursing Concepts Across Populations Nurs 3341 Professional Nursing Concepts Across Populations Clinical Semester 3 (Spring admission cohort) Nurs 3230 Professional Nursing Concepts: Acute Care Across the Lifespan Nurs 3231 Professional Nursing Concepts: Acute Care Across the Lifespan Clinical Nurs 3330 Professional Nursing Concepts in the Childbearing Family & Reproductive Health Nurs 3331 Professional Nursing Concepts in the Childbearing Family & Reproductive Health Clinical Semester 4 Nurs 4230 Professional Nursing Concepts: Chronic and Complex Conditions Across the Lifespan Nurs 4231 Professional Nursing Concepts: Chronic and Complex Conditions Across the Lifespan Clinical Nurs 4810 Professional Nursing Leadership in Microsystems Semester 5 Nurs 4910 Professional Nursing Leadership in Complex Systems Nurs 4911 Leadership Practicum Nurs 4920 Transitions to Professional Nursing (WI) Nurs 4921 Nursing Practice Preceptorship WI Writing Intensive Course Credit Hours 4 3 4 3 14 2 2 6 4 14 2 2 3 3 10 3 2 3 3 10 6 4 3 2 15 5 5 2 12 2 2 3 5 12 Theory Hours 45 45 60 0 150 30 30 90 0 150 30 30 45 0 105 45 0 45 0 90 90 0 45 0 135 75 0 30 105 30 0 90 0 120 Clinical Hours 0 0 0 135 135 0 0 0 180 180 0 0 0 135 135 0 90 0 135 225 0 180 0 90 270 0 225 0 225 0 90 0 225 315

60 Table III.D.2 AUMSON EARN Professional Curriculum Credit Hours Courses by Semester Semester 1 (Summer) Nurs 4110 Transformation to the Professional Nurse Role (WI) Nurs 4120 Pathophysiology for the Professional Nurse Nurs 4130 Nursing Informatics Semester 2 (Fall) Nurs 4210 Leading and Managing in Healthcare Micro-Environments/Preceptorship (WI) Nurs 4220 Research for Evidence Based Practice Nurs 4240 Concepts of Care for Families with Chronic or Complex Conditions Nurs 4152 Client Assessment for the Professional Nurse Semester 2 (Spring) Nurs 4310 Leading and Managing in Healthcare Macro-Environments (WI) Nurs 4320 Population-Based Health Care Nurs 4330 Transformation to the Professional Role II Credit Hours (WI) Writing Intensive Course *Denotes online courses if the Hybrid Tack is selected, otherwise all courses available online **Nurs 4110 must be the first course taken when on the part time or full time track. Upon successful completion of the course with a grade of C or higher, 24 semester hours of nursing credit will be awarded. These hours are not included in the 50 hours of actual course work which must be taken at AUM to be eligible for honors at graduation 5 3 3 11 5 3 3 3 14 4 4 4 12 A change in the teaching/learning environment that has resulted in major improvements is the incorporation of simulation across the curriculum. In 2008 a major renovation in the School of Nursing resulted in the conversion of a classroom to the simulation lab. The simulation lab is equipped with three learning stations, two high fidelity mannequins, a mock crash cart, a control booth with a one way mirror, a nurses station and several storage areas. A second classroom was converted to a debriefing room and is equipped with a large screen TV and conference table/chairs. The Nursing Resource Center (NRC) is staffed with a full time coordinator who also coordinates all clinical scheduling. The NRC includes 10 stations which are set up to simulate a fully functioning hospital room with a hospital bed and mock oxygen, suction and airflow controls. In addition, the NRC is equipped with 13 mannequins that simulate toddler patients, adolescent patients, and adult and geriatric patients. Students and faculty also have access to many of the supplies and equipment needed for patient care which is commonly found in most hospitals. Students have simulation experiences in every clinical course. To clarify simulation s role in the curriculum faculty agreed that simulation should be a part of every clinical course. Simulation was defined and different levels differentiated which is reflected in May 4, 2011, COPE Minutes. As part of the simulation experience, the SON also has a mutually beneficial relationship with The Baptist Health Institute for Patient Safety and Medical Simulation (Baptist Sim Center) located in

61 Montgomery. This institute houses a state of the science facility that can replicate virtually any clinical and home environment. By combining resources, SON faculty and students participate in a full spectrum of simulation experiences across the lifespan. Auburn Montgomery SON works in collaboration with a variety of clinical agencies in Montgomery and the surrounding areas to offer students a wide variety of clinical experiences. Students interact with patients in every area of the health care arena, including rural adult day care and urban senior nutrition sites, home health, clinics, school health nursing, mental health facilities, public health, rural county hospitals and major metropolitan teaching medical centers. Faculty have autonomy in selecting clinical agencies to meet objectives of the course and complement the expertise of the faculty. All clinical courses have rotations in clinical sites that have been carefully chosen so that the blending of experiences maximize learning opportunities for the students. These sites include opportunities with patients across the lifespan and the wellness to illness continuum in a wide variety of settings. Written clinical agreements are signed and reviewed by designated officers of AUM and AUMSON and the agency involved. The contracts have clauses that ensure faculty have control of and freedom to select appropriate clinical learning experiences for students. Clinical sites are evaluated each semester and continuation of a contract is based upon review and satisfactory evaluation on the part of faculty, students and the agency involved. All contracts with clinical agencies are available for review in the office of the Dean s Senior Administrative Associate. Prior to initiating a contract, at least one faculty conducts an onsite assessment and reports findings using the approved form found in the AUMSON Faculty Handbook. All inpatient acute care sites are appropriately accredited. A complete listing of agencies (Appendix F) for clinical rotations and preceptorships is maintained by the Senior Administrative Associate. Moore Hall, which houses the SON, and the library are described in Standard II-B. In mental health experiences (NURS 3231/4231) the objectives are achieved by utilizing inpatient sites for patients with acute and chronic mental illnesses as well as outpatient sites for patients with mental illnesses and addictive behaviors. Students also rotate through outpatient mental health clinics. Rotations emphasizing the inpatient pediatric population (NURS 3231) occur at The Children s Hospital in Birmingham, Alabama. Outpatient pediatric experiences include health screenings in several rural elementary and junior high schools. In 2010 faculty and students conducted over 1500 health assessments in the Lowndes County public schools. Based on assessment findings, the following referrals were made: 261 vision; 125 abnormal vital signs such as elevated blood pressure or irregular heart rhythms; 123 for hearing deficits and 101 dental. These assessments were made possible in part by the acquisition of two outreach grants totaling over $25,000. A variety of learning activities are incorporated in the classroom including role play, case studies, group activities, gaming, socratic questioning, and discussion. Faculty have also collaborated with the

62 Alabama Department of Senior Services to provide a Virtual Dementia Tour for students in NURS 3231. Each classroom in the SON has the capabilities of lecture capture (ECHO 360) which is imported to the Blackboard course and allows students to review class presentations at any time. Other learning activities occur outside the classroom. For example, in the spring of 2010 a faculty member collaborated with members of the campus Army Reserve Officers Training Corps (ROTC) to develop an annual educational experience in which students are involved in teambuilding activities. The goal of the affective learning activity Teamwork and Leadership Challenge is to promote internalization of values to advance teamwork, leadership and self-reflection. Student comments have been overwhelmingly positive and indicate a greater self-awareness as team members and as leaders. In an effort to raise awareness and expose all cohorts of traditional students to each other, seminars are conducted at the beginning of Fall and Spring semester. In the Fall, the seminar focus is professionalism and the Spring seminar focuses on legal and ethical issues. A brief presentation is made to all cohorts and then students are randomly assigned to groups to discuss specific case studies. Each group has representation from all four cohorts and a summary of the discussion from each group is shared when everyone re-convenes. III-E. The curriculum and teaching-learning practices consider the needs and expectations of the identified community of interest. Elaboration: Teaching-learning practices are appropriate to the student population and build on prior learning. Teaching-learning practices consider the needs of the program-identified community of interest (e.g., use of distance technology, simulation, adult learner needs, second language students). Program Response: To ascertain that the curriculum and teaching learning practices consider the needs and expectations of the community of interest, AUMSON works closely with groups identified as our community. As identified in Standard I, the communities of interest include students, graduates, employers of graduates, community members, the Alabama Board of Nursing (ABON) and faculty. The methods used to gather input from these groups and how this input is utilized is described in Standard I.B and Standard I.D. Another important community of interest in terms of curriculum and teaching learning practices is the clinical agencies where our students have clinical practice experiences. The methods used to gather input from clinical sites and how this input is utilized will be described below. The surrounding health care institutions are extremely supportive of the AUMSON. The School enjoys a close relationship with many health care entities in the community throughout Alabama. These health care facilities welcome our students to their institutions with the primary feedback from them being that they would like more AUMSON students.

63 Table III-E.1. Selected Health Care Institutions with AUMSON Students in Clinical Experiences Health Care Institutions Location Services Provided Baptist Medical Center South Montgomery, Alabama Inpatient medical surgical care, pediatric, critical care Baptist East Montgomery, Alabama Inpatient medical surgical care, pediatric, critical care Prattville Baptist Prattville, Alabama Inpatient medical surgical care (rural) Jackson Hospital Montgomery, Alabama Inpatient medical surgical care, critical care Children s Hospital Birmingham, Alabama Inpatient pediatric care Crossbridge Montgomery, Alabama In-patient mental health facility Community Hospital Tallassee, Alabama Inpatient medical surgical care (rural) Greil Montgomery, Alabama Inpatient mental health facility Brookwood Medical Center Birmingham, Alabama In patient mental health facility Montgomery Council on Aging Montgomery, Alabama Health teaching Lowndes County Adult Day Care and Nutrition Site Lowndesboro, Alabama Health teaching Table III-E.1 is not an all-inclusive list of clinical sites, rather selected clinical agencies to illustrate the wide variety of activities in which our students and faculty are involved and the diversity of clients. For example, we provide health promotion activities in rural and urban lower socioeconomic adult day centers and rural K-12 schools. Additionally, each semester students fulfill a 12-hour community service requirement. An example of selected activities is included in Table III.E.2. Over the years volunteer agencies have specifically sought our students because of their stellar performance in the past. Table III-E.2 Selected Community Service Activities Site Women of Hope Montgomery Council on Aging Lowndes County Adult Day Care and Nutrition Site Camp Bones Type of Service Serve and supervise high school students helping with fund raiser for cancer research Senior prom; Holiday party; Senior nutrition center Monthly health screenings; health teaching Orienting high school students to the various roles in health care Learning Tree School for intellectually challenged children 5-18 Lowndes County K-12 Elmore County K-12 MANE Montgomery Area Food Bank Hospice Advantage years of age Health screenings and education Health screenings and education Serve and assist with children who are disabled while horseback riding Collect and organize food for distribution to needy families Respite care or care for patients at end-of-life

64 Several methods are used to gather input from our clinical agencies. The Nursing Resource Center (NRC) Coordinator and at least one faculty that utilizes that agency attends clinical affiliate meetings held annually by some of our clinical agencies. For example, Baptist Medical Center South routinely has a clinical affiliate meeting each May. This meeting facilitates the sharing of information between the school and the agency and allows clinical site scheduling for the year. Changes in agency policies are communicated at this meeting and any changes throughout the year are communicated via email. Updates are added to the Clinical Agency Orientation site which is maintained on Blackboard. Other communities of interest are the institutions that our students utilize for preceptorships. The relationship with our preceptorship agencies is also described in II.E. AUMSON routinely places students with RN preceptors in approximately 48 different sites in health care institutions across the United States each year. The NURS 4921 coordinator interacts with the nurse officers of these institutions responsible for setting up preceptor arrangements and receives regular feedback about the performance of our students. This feedback, which is essentially all very positive, is shared with faculty. Feedback from the preceptors working directly with our students is obtained in two ways. First, faculty advisors in NURS 4921 maintain phone and email contact with preceptors, as well as making site visits when possible. Second, every preceptor completes a detailed evaluation of the preceptorship. This evaluation is assessed by the NURS 4921 course members so that any issues are identified and addressed promptly. Results of these evaluations are a part of the overall evaluation plan. III-F. Individual student performance is evaluated by the faculty and reflects achievement of expected individual student learning outcomes. Evaluation policies and procedures for individual student performance are defined and consistently applied. Elaboration: Evaluation of student performance is consistent with expected individual student learning outcomes. Grading criteria are clearly defined for each course, communicated to students, and applied consistently. There are processes by which the evaluation of individual student performance is communicated to students. Student performance is evaluated by faculty. In instances where preceptors facilitate students clinical learning experiences, faculty may seek input from preceptors regarding student performance, but ultimately faculty are responsible for evaluation of individual student learning outcomes. The requirement for evaluation of student clinical performance by qualified faculty applies to all students, including those enrolled in post-master s DNP programs. CCNE recognizes that faculty evaluation of student clinical performance may be accomplished through a variety of mechanisms. Program Response: The AUMSON faculty has a long standing history of implementation of a Comprehensive Evaluation Plan and applying the findings to the development, maintenance, and revision of the program.

65 With the implementation of the new curriculum in 2010, the faculty, led by the COPE Committee, developed a new evaluation plan. The new plan can be found in Appendix G. The previous evaluation plan can be found in the resource room in the Standard Notebooks. Review of each of the aspects of the program occurs according to the specified time frame, as much as possible. The purpose of the evaluation plan is to utilize data gathered in assessment to evaluate program outcome objectives, to make necessary revisions and improvements, to allocate available resources, and to continually develop long-range plans. Documentation of the evaluation results, annual summaries and appropriate use of the data may be found in the committee minutes on the AUMSON Committees Blackboard site. The comprehensive evaluation plan is used to assure that student performance is evaluated by the faculty and reflects achievements of the expected outcomes. Table III.F.1 shows how each of the program outcome objectives is evaluated. Each outcome objective has at least one internal source of evaluation and the majority has an external evaluation component. Exit, alumni and employer surveys also include questions related to the outcomes. The employer survey can be found in the Resource Room and the process is explained in detail in Standard IV. The results are tabulated by the COPE committee and communicated to all faculty. Table III.F.1 Evaluation Criteria for Curriculum Outcomes Expected Outcome 1. Collaborate and communicate effectively with health care team members, patients and patients support networks to implement patient-centered care including appropriate teaching for developmental stage, age, culture and health literacy to ensure high quality outcomes. 2. Use information technologies to assist in effective communication, facilitate patient care, and integrate evidence from all relevant resources to promote high quality patient outcomes within microsystems and greater healthcare systems. 3. Demonstrate clinical judgment grounded in theories and concepts from liberal and nursing education in the delivery of efficient, safe, compassionate, and evidence-based care. 4. Exhibit ethics, caring and accountability for patient outcomes in all aspects of professional nursing practice. Assessment Criteria Nurs 3231 100% of students will receive a satisfactory grade Group scores on the ATI Exit Exam will be 70% in the Implementation/Therapeutic Nursing Intervention category Nurs 3220 95% of the students will score > 73% on the Assessment of Practice Protocol assignment Nurs 4810 Group scores on the ATI Leadership Exam will be > 70% in the Information Technology Sub-scale Nurs 4231 95% of students will have an overall average > 2 for #2 (a-i) on the Clinical Evaluation Form Nurs 4920 Scores on the ATI Exit Exam will be > 70% in the Physiological Adaptation major content area NURS 4921 Means of means for #2 on the Evaluation of Senior Students by Preceptor will be > 3

66 5. Implement evidence-based interventions to promote health, prevent disease and manage acute and chronic care of patients across the lifespan. 6. Demonstrate consistent self- reflection techniques to identify learning needs especially in areas where knowledge is complex and changing rapidly. 7. Implement patient-centered care emphasizing health promotion and disease prevention to individuals, families and populations reflecting an understanding of human growth and development, psychobiological factors, pathophysiology, pharmacology, and management across the health illness continuum. 8. Use clinical judgment with attention to effectiveness, efficacy, and equality in providing nursing care during disaster, mass casualty, and other emergency situations. 9. Demonstrate a wide range of knowledge, skills and attitudes including cultural awareness, humility, sensitivity and competency. 10. Incorporate holistic assessments, awareness of values and spiritual beliefs in the delivery of quality patient and family centered, evidence-based care of diverse and vulnerable populations. Nurs 4231 95% of students will have an overall average > 2 for #3 (a-e) on the Clinical Evaluation Form Nurs 4810 Group scores on the ATI Leadership Exam will be > 70% in the Ethical Practice Sub-scale 100 % of students will complete Clinical Evaluation tool in Nurs 3141, Nurs 3231, Nurs 4231 Nurs 4920 100% of students will complete a self-reflection of performance in the portfolio Nurs 3341 100% of students will satisfactorily complete the Vulnerable Population Teaching project Nurs 4920 Scores on the ATI Exit Exam will be > 70% in the Health Promotion and Maintenance major content area Nurs 3341 100% of the students will successfully complete the Disaster Simulation Certification Nurs 3340 Group scores on the ATI Community Exam will be > 70% in the Disaster Management sub-category Nurs 3331 95% of students will have an overall average > 2 for #5 (a-e) on the Clinical Evaluation Form Nurs 3330 Group scores on the ATI Maternal Newborn Exam will be > 70% in the Psychosocial Integrity major category area Nurs 3340 90% of the students will score > 73% on the Vulnerable Population Presentation Nurs 4920 Mean of means for #4 on the Evaluation of Senior Students by Preceptor will be > 3

67 11. Demonstrate ethical and critical decision making skills, mutually respectful communication, collaboration, delegation, and conflict resolution techniques. 12. Facilitate patient-centered transitions of care using leadership skills based on current evidence, ongoing assessment of outcome measures, quality improvement and safety initiatives. 13. Coordinate and manage care for diverse individuals, families, groups and populations in order to maximize health, independence, and quality of life at the mircosystem level. 14. Demonstrate an understanding of the ambiguity and unpredictability of complex factors effecting health care such as health care policy, finance, and regulatory environments including local, national and global trend on equitable care of vulnerable populations. Nurs 4810 100% of students will participate in simulations and submit a dossier of their work in this activity with a grade of > 73% Nurs 4810 Group scores on the ATI Leadership Exam will be > 70% in the Management of Care major category area Nurs 4921 Means of means for #13 on the Evaluation of Senior Students by Preceptor will be > 3 Nurs 4810 Group scores on the ATI Leadership Exam will be > 70% in the Management of Care major category area Nurs 4921 Means of means for #10 on the Evaluation of Senior Students by Preceptor will be > 3 Nurs 4810 Adjusted group score on the ATI Leadership Exam will meet or exceed the national individual mean Nurs 4810 90% of students will achieve > 73% Leadership Simulation Learning Activity Nurs 4810 Adjusted group score on the ATI Leadership Exam will meet or exceed national individual mean Outcomes are evaluated through the use of clinical evaluation tools, portfolios, exit, employee and alumni surveys, ATI Specialty and Exit Exams, written papers, objective tests, oral presentations and the final evaluation, the NCLEX Exam. Full-time faculty, with input from clinical associates, evaluate student achievement of the expected program outcomes using course and clinical objectives. Evaluation policies are published in the Faculty Handbook, Nursing Student Handbook, in each course syllabus and are discussed with students at the beginning of each course. A minimum grade of C must be achieved in order to progress in the program. Course and clinical objectives are directly related to the AUMSON curriculum outcomes and reflect a progression from simple to complex expectations. Evaluation in the EARN program is an ongoing process that begins in the first semester and is finalized in the student s final semester of study. The evaluation is conducted by the over the three semesters of the program. Each student develops a professional portfolio which is evaluated by the

68 coordinator, who is also the faculty of record for each of the three courses in which portfolio activities are completed. The EARN students also complete an exit survey with results tabulated separate from the traditional students. Examples of portfolios are in the Resource Room in the Standard IV notebook. The clinical evaluation tool used for the traditional program can be found in the Resource Room. The tool was developed in 2010, piloted in several clinical courses and approved by a unanimous faculty vote in December 2011. The Clinical Evaluation Tool provides for formative and summative evaluation of student progress in the clinical setting. The evaluation specifies behaviors in the 6 skills areas identified in the AUMSON curricular framework and outcomes (communication/collaboration, critical thinking/clinical judgment, scholarship for evidence based practice, clinical prevention/population health, diversity, and leadership) as essential to nursing practice by addressing competencies expected at each academic level. Clinical faculty complete the evaluation weekly for every clinical rotation and email to the student within 72 hours of the experience. Clinical faculty email weekly evaluations containing a 0 or 1 to the course coordinator. Course faculty review all clinical evaluations and provide the course coordinator a hard copy, signed evaluation within one week of the last clinical day. Comments are invited after each clinical experience and at the conclusion of the clinical experience. If a 0 or 3 are assigned at any time, a written comment is required. At the conclusion of the clinical rotation, a semester average is assigned. Students are rated on a 0-3 scale with the following designation: 0 = does not meet standards; 1 = meets minimum standards; 2 = meets expected standards; 3 = exceeds expected standards. The objectives for each course are included on the cover page of the evaluation form. In order to promote consistency in the evaluation process, clinical associates are oriented to the clinical evaluation tool by each individual course leader and at meetings that take place every semester with the clinical associates. The preceptor s role in evaluation is described in Standard I.B. Preceptors complete the Evaluation of Senior Students by Preceptor form at the end of the preceptorship. The evaluation tool allows the preceptor to rank how effective they believe the program was in preparing the students to complete 15 components based on the curricular outcomes. The form also asks for feedback about what differentiates this student from other students as well as any additional comments related to the student and/or program. In the senior portfolio, each student addresses how each of the expected program outcomes was achieved by giving specific examples of work accomplished during the curriculum. The course faculty in NURS 4920/4921 review the senior portfolios to identify themes or trends in how students are meeting each of the expected outcomes and compile these results in the course summaries. Examples of student work are located in the Resource Room. Exit surveys and informal feedback from alumni and employers are also utilized to assess the outcomes of the nursing program. The exit survey is administered at the end of the program. Faculty

69 frequently receive anecdotal feedback from clinical faculty and employees about the quality of the program either via email or face-to-face. For example, an email dated August 11, 2010 from one of our clinical agencies stated, Just wanted to let you know that your students did well on their Performance Based Development System (PBDS) results. Usually about 60-75% of new grads rate does not meet expectations simply because they do not have enough experience. Eighty percent of our graduates in that nurse residency program rated acceptable and above. Creative strategies have been tested to increase the formal feedback. For example, faculty have set up display tables at the local hospitals asking alumni and employees to give us feedback about the program. This increased the formal feedback slightly and in January 2012 an electronic survey was loaded onto agency computers asking for the feedback (Employer survey can be found in the Resource Room). We are currently compiling data from the survey. A similar Alumni survey will be sent to graduates of the program. Efforts to keep in contact with graduates have improved since graduating seniors are asked to give a permanent email address before graduation. The EARN coordinator currently has working email addresses for over 200 graduates, many of whom pursue graduate study in our joint program and/or serve as clinical associates in the undergraduate program. As a testimony to the preparation of the EARN program over 50% are currently pursing or have successfully completed graduate school. The exit surveys are by Educational Benchmarking, Inc. (EBI). The purpose of EBI is to provide professionals and institutions with comprehensive, credible, comparative, and confidential assessment tools in support of continuous improvement efforts. The analysis provides a self-assessment, comparative assessment and continuous assessment. The data are reviewed by the COPE committee and shared at the Faculty Council. AUMSON consistently ranks above the Select 6 and the Carnegie in all areas. Objective testing is the primary method used to evaluate didactic or classroom learning. An average grade of 73% must be achieved on all objective exams in order to pass theory courses. Evaluations of student performance in the classroom setting are communicated to students by the faculty who grade and/or assess course work. Evaluation feedback on objective exams is given to students in a timely manner, typically via Blackboard grade book function within 72 hours of testing. Although many faculty review exams in groups in the classroom, students are encouraged to make individual appointments with faculty to review exams. Some courses require students scoring below 75% on any exam to meet with the MEREN Mentor before the next scheduled exam. Reviews are conducted on all examinations to provide feedback to students, facilitate learning, and promote improved performance. In NURS 3120 group testing is used in addition to individual testing. Students take the exam individually, then as part of a class activity, the test is retaken by groups of randomly assigned students. Group and individual test scores are factored into the overall course grade although group scores are not weighed as

70 heavily. Students consistently report that this technique is helpful in solidifying knowledge and hearing the rationale for answer choices from other students. III-G. Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement. Elaboration: Faculty use data from faculty and student evaluation of teaching-learning practices to inform decisions that facilitate the achievement of individual student learning outcomes. Such evaluation activities may be formal or informal, formative or summative. Curriculum is regularly evaluated by faculty and other communities of interest as appropriate. Data from the evaluation of curriculum and teaching-learning practices are used to foster program improvement. Program Response: The evaluation plan insures that regular and strenuous evaluation of the curriculum and teaching learning practices occur. There are several primary components of curricular evaluation. Every semester, the course leader is responsible for submitting a course summary according to the SON template which is available in the Resource Room. Students have the opportunity every semester to complete the Instructional Assessment System (IAS) with responses to address course and faculty factors, the Clinical Facility Evaluation, and the Clinical Associate Evaluation. Students are also encouraged to offer written comments about the strengths and weaknesses of the course and the faculty. The written comments are compiled in a word document by the Administrative Associate, the handwritten comments are destroyed and the typed responses are shared with faculty. All evaluation feedback is shared with the specific faculty member after all course grades have been submitted. Most faculty also collect a mid-course evaluation via the survey tool in Blackboard. This allows faculty to address any concerns while the course is still in progress. Course notebooks are maintained electronically by the Administrative Associate. All information will be made available to the accreditation team in the Resource Room. Another important component of the curriculum evaluation is the annual evaluation retreat. This event takes place annually at the end of Spring semester. The purpose of the retreat is to completely review the curriculum and teaching learning practices. Utilizing information gathered in the course summaries and information reported by the COPE committee as well as other standing committees, a day is spent reflecting on content and teaching and learning practices. This discourse allows for an examination of specific content within the courses, the role of each course in the curriculum and most effective (or ineffective) teaching practices. Faculty discuss proposed revisions as they relate to the overall achievement of program outcomes. In addition to the annual Evaluation Retreat, faculty also meet after Fall semester each year to review courses taught in the Summer and Fall to provide data regarding continual practice or revisions at a midpoint in the year. That information is then revisited at the annual retreat in the perspective of the entire curriculum as appropriate. An example of how the evaluation

71 retreat is beneficial for curriculum review and how course summaries function in tandem to foster ongoing improvement can be found in the Evaluation Retreat Minutes from June 4, 2010 and the Faculty Council Minutes from July 16, 2010. While reviewing course summaries at the June 2010 Evaluation Retreat it was noted that the former grading policy which required 90% of theory course grades be from objective exams only, really limited learning activities that could be extremely beneficial. After a lengthy discussion, faculty were asked to consider a motion that would be sent out for electronic vote. Faculty Council Meeting Minutes from July 16, 2010 reflect the result of 8 in favor and 1 abstention. The COPE Committee plays a primary role in curricular evaluation. The committee is charged with monitoring the effectiveness of curriculum implementation, and is chaired by the Associate Dean and made up of the NRC coordinator, the EARN coordinator, the MEREN Mentor and two additional faculty. As described in Standard I-B, the COPE Committee reviews and revises the mission, goals and expected outcomes of the curriculum. All COPE Committee recommendations go to Faculty Council for a full faculty vote. The COPE Committee is also responsible for assessing student learning outcomes required by the evaluation plan. As part of the evaluation of the curriculum, the Dean and Associate Dean track the results of the evaluation tools for each course. All courses regularly score above the benchmark on the course evaluation and clinical course evaluation tools. If faculty score below the benchmark, the Dean and/or Associate Dean meet with faculty to address areas of concern. In cases where a clinical associate does not meet the benchmark, the faculty of record is included to work with the clinical associated to improve performance. Analysis of Compliance with Standard III Unit and course objectives guide student expectations throughout the curriculum, leading to attainment of curricular outcomes The curriculum was developed and is implemented and based on clear student learning outcomes and professional nursing guidelines Faculty were proactive in developing and implementing a completely new curriculum based on the 2008 Essentials The AUM core curriculum and pre-nursing requirements provide a strong foundation in the arts, sciences and humanities Teaching-learning practices and the environment support student outcomes The Simulation lab in conjunction with the Baptist Simulation Center offer a variety of learning opportunities for the students The curriculum and teaching-learning practices of AUMSON consider input from the community of interest

72 The evaluation plan is well developed and consistently utilized Feedback and outcome data are used to foster program improvement

73 STANDARD IV PROGRAM EFFECTIVENESS: AGGREGATE STUDENT AND FACULTY OUTCOMES The program is effective in fulfilling its mission, goals, and expected aggregate student and faculty outcomes. Actual aggregate student outcomes are consistent with the mission, goals, and expected student outcomes. Actual alumni satisfaction data and the accomplishments of graduates of the program attest to the effectiveness of the program. Actual aggregate faculty outcomes are consistent with the mission, goals, and expected faculty outcomes. Data on program effectiveness are used to foster ongoing program improvement. Key Elements IV-A. Surveys and other data sources are used to collect information about student, alumni, and employer satisfaction and demonstrated achievements of graduates. Collected data include, but are not limited to, graduation rates, NCLEX-RN pass rates, certification examination pass rates, and employment rates, as appropriate. Elaboration: Processes are in place for regular collection of aggregate student outcome data. For entry-level programs, the program indicates whether NCLEX-RN pass rate data represent firsttime takers and/or repeat takers. The program is expected to demonstrate how RN-to-baccalaureate program graduates as well as pre-licensure graduates achieve the expected outcomes of the baccalaureate program. Certification pass rates are obtained and reported for those graduates taking each examination, even when national certification is not required to practice in a particular state. Program evaluation data are collected on a regular basis. For each degree program, the program calculates graduation rates (number of students completing a program divided by number of students entering a program). The program specifies the entry point and the time frame used in the calculation of graduation rates. Individual programs may collect additional aggregate outcome data related to other aspects of their mission, goals, and expected student outcomes (e.g., enrollment in further graduate education). Program Response: As described in III-F, AUMSON has a long standing history of consistently implementing a comprehensive evaluation plan. Evaluation plans from previous years are located in the Resource Room. Many examples of utilizing data to guide program development and improvement changes are documented in past evaluation plans. With the implementation of the new curriculum, a new plan was developed and is described in III-F and is included in Appendix H. As described in Standard III-F, several procedures are used to produce both qualitative and quantitative data. Exit surveys are used to collect information about students and alumni. Other procedures or tools include informal interviews with students and/or graduates, clinical adjuncts and

74 preceptors, standardized instruments such as the individualized and cumulative ATI results, teacher made exams, post-nclex graduate surveys, performance of graduates on NCLEX-RN licensure examination, and placement of graduates in employment positions. Surveys and interviews provide opinions about the program such as program satisfaction, whereas quantitative data is collected on graduation/retentions rates, NCLEX-RN licensure passage rates and job placement. Tables IV.A.1 summarizes findings from the Educational Benchmarking, Inc. (EBI) for the past 3 years related to quality of nursing instruction which indicates a consistent increase in quality. Table IV.A.1. Exit Survey Quality of Instruction Factor 2011 2010 2009 Quality of AUM = 5.92 AUM = 5.48 AUM = 5.05 nursing Select 6 = 5.28 Select 6 = 5.38 Select 6 = 4.98 instruction Ranking = 1 of 7 Ranking = 2 of 7 Ranking = 4 of 7 Carnegie = 5.08 Carnegie = 5.10 Carnegie = 5.01 Ranking = 6 of 71 Ranking = 18 of 63 Ranking = 29 of 60 Graduation/Retention Rates Table IV.A.2 and IV.A.3 indicate retention rates for the traditional and EARN students graduating 2009-2011. Students in the traditional program are a very diverse group as is reflected in the demographics of students in the traditional and EARN program (Table IV.A.4). Some are single parents working part-time while attending school full time. In an effort to increase retention, a proposal was submitted for stimulus funding to support a retention coordinator as described in Standard II.A. An increase in graduation rate from 2009 to 2010 to 2011 is most likely attributed to the addition of the MEREN Mentor and initiating an interview process as part of the admission criteria. Table IV.A.2 Traditional Students Graduation Rates Date Admitted Date Graduated # Admitted # Graduated on time with class Retention Rate (within 3 years) Fall 2007 Spring 2009 71 37 (15 late) 73.239% % 52.11% Fall 2008 Spring 2010 76 56 (7 late) 82.895% % 73.68% Fall 2009 Spring 2011 84 65 pending % 77.38%

75 Table IV.B.3 EARN Graduation Rates Date Admitted Date Graduated Number Admitted # Graduated on time with class Retention Rate (includes late grads) Summer Spring 25 15 92% 2008 2009 Summer Spring 26 17 84.62%* 2009 2010 Summer Spring 19 15 ** 2010 2011 *Could increase by 1; student only lack 1 prenursing course **of the 4 remaining students, one has graduated; 2 are part time and due to graduate Spring 2012; 1 had to delay school due to family emergency, but plans to return this spring; if all complete, rate will be 100% Table IV.A.4 Student Demographics TRADITIONAL Admission Date # admitted White Black Asian Hispanic Pacific Islander Fall 2007 71 52 13.5 51.5 2 1 73.24% 19.01% 2.11% 2.82% 1.41% Fall 2008 76 64 84.21% Fall 2009 84 70 83.33% Fall 2010 45 39 86.67% Spring 2011 45 37 82.22% 7 9.21% 9 10.71% 6 13.33% 7 15.56% 3 3.95% 4 4.76% 1 1.32% 1 1.19% 1 1.32% American Indian 1 1.41% Female 61 85.92% 60 78.95% 73 86.90% 37 82.22% 40 88.89% Male 10 14.08% 16 21.05% 11 13.10% 8 17.77% 5 11.11% Fall 2011 43 33 76.74% Spring 2012 46 36.5 79.35% 6 13.95% 7.5 16.30% 3 6.98% 1 37 86.05% 2 4.35% 40 86.96% 6 13.95% 6 13.04% EARN Admission Date Summer 2008 Summer 2009 Summer 2010 # admitted White Black Asian Hispanic Female Male 25 15.5 62% 26 16 61.54% 19 12 63.16% 9.5 38% 9 35.62% 6 31.58% 1 3.85% 1 5.26% 22 88% 23 88.46% 18 94.74% 3 12% 3 11.54% 1 5.26% NCLEX-RN Pass Rates Rates of passage for the NCLEX-RN are reported by the Alabama Board of Nursing to the Dean of the program. Table IV.A.5 shows a comparison of AUMSON passage rates with state and national averages for 2008-2011. AUMSON pass rate has consistently been above state and national pass rates with the exception of 2009. With that decline in the NCLEX-RN pass rate, a complete review of the

76 program was conducted from which possible contributing factors were identified. For example, several students waited an extended time after gradation before taking the NCLEX-RN. In response to this issue, faculty in the capstone course consistently reinforced the need to take the exam as soon as possible after graduation. Another intervention that was instituted was the addition of the MEREN Mentor to work with any students identified at-risk by faculty. Data collected by the MEREN Mentor is located in the Resource Room and is reflected in the December 2011 Evaluation Retreat Minutes. It should also be noted that the graduating class was smaller in number. Table IV.A.5. NCLEX Pass Rates YEAR AUMSON Pass Rate Alabama Pass Rate National Pass Rate 2007-2008 96.3 88.3 86.7 2008-2009 87.2 89.6 88.2 2009-2010 95.9 85.5 87.6 2010-2011 93.2 88.1 87.8 *This does not take into account students taking NCLEX out of state. Job Placement Rates/Plans to Enroll in Graduate Education As stated in the AUMSON mission, AUMSON s mission is to prepare professional nurses to provide patient centered care for diverse populations in a dynamic health care environment. Table IV.A.6 reflects job placement rates and Table IV.A.7 illustrates plans to enroll in graduate education. While offered positions dropped from 56% in 2009 to 45% in 2011, no doubt in part to a down turn in the economy, AUM still has an offer rate higher than the Carnegie comparison and only 2% less than the Select 6 in 2011. Plans to pursue nursing graduate education within a 4 year period has consistently increased since 2009 and has been higher than the Select 6 and Carnegie percentages for the past two years. Over the past 11 years at least 50% of graduates from the EARN program are pursuing or have completed graduate school.

77 Table IV.A.6. Job Placement Rates for Graduating Classes of 2011, 2010 and 2009 YEAR 2011 2010 2009 AUM Select Carnegie AUM Select Carnegie AUM Select Carnegie 6 6 6 Have not 24% 40% 49% 25% 47% 51% 21% 45% 45% interviewed Interviewedreceived 20% 9% 10% 10% 16% 9% 5% 10% 9% no offers Offered a position 0% 1% 3% 0% 2% 1% 0% 0% 1% declined Offered a position - 7% 7% 8% 3% 8% 5% 11% 8% 7% not yet accepted Offered a position 38% 39% 19% 48% 24% 24% 45% 30% 28% accepted Not seeking employment 11% 3% 12% 13% 3% 10% 18% 8% 10% Table IV.A.7 Graduate School Plans for Graduating Classes of 2011, 2010 and 2009 YEAR 2011 2010 2009 AUM Select Carnegie AUM Select Carnegie AUM Select Carnegie 6 6 6 Immediately pursue 15% 8% 24% 12% 11% 10% 11% 7% 10% graduate nursing degree Pursue nursing 65% 57% 41% 64% 59% 51% 52% 55% 49% graduate degree within 3 years Pursue a graduate 11% 23% 19% 13% 17% 21% 18% 19% 22% degree in nursing after 4 years Pursue non-health 0% 0% 1% 0% 1% 1% 0% 1% 1% related graduate degree Do not intend to 7% 8% 9% 6% 11% 9% 9% 9% 10% pursue graduate degree Other 2% 4% 5% 4% 2% 7% 9% 8% 7% Satisfaction with Program Table IV.A.8 summarizes findings from the Educational Benchmarking, Inc. (EBI) for the past 3 years related to overall program effectiveness/satisfaction and Table IV.A. 9 includes information related to overall program effectiveness. A steady increase since 2009 indicates increased satisfaction and improved program effectiveness.

78 Table IV.A.8 Exit Survey Program Satisfaction Overall Satisfaction: To what extent did your nursing program fulfill your expectations *Top 20% of the Select 6 2011 2010 2009 AUM = 5.80** AUM = 5.47* AUM = 5.07 Select 6 = 5.20 Select 6 = 4.97 Select 6 = 4.95 Carnegie (60 Carnegie (60 Carnegie (60 Institutions) = 4.90 Institutions) = 4.84 Institutions) = 4.86 All Institutions (219) = All Institutions (219) = All Institutions (219) = 4.88 4.84 4.80 **Top 20% of the Select 6, Carnegie and All Institutions Table IV.A.9. Exit Survey Overall Program Effectiveness Overall program effectiveness AUM = 5.91 AUM = 5.55 AUM = 5.07 Select 6 = 5.22 Select 6 = 5.28 Select 6 = 4.81 Ranking = 1 of 7 Ranking = 2 of 7 Ranking = 2 of 7 Carnegie = 4.83 Carnegie = 4.92 Carnegie = 4.81 Ranking = 8 of 71 Ranking = 19 of 63 Ranking = 22 of 60 Item #5 The AUM curriculum prepared me for NCLEX: received the following mean scores on a 5 point likert scale with 1 being disagree and 5 being agree: 2011 = 4.6 2010 = 4.6 2009 = 4.3 Throughout the program, students have the opportunity to evaluate every course every semester. The expected outcome is that faculty will have teaching evaluations that indicate performance close to school averages on a consistent basis. In the Summer of 2011 the university began using the University of Washington Instructional Assessment System (IAS) for course evaluations. Aggregate data for the schools and university will be available when enough data has been collected. Course evaluations will be available in the Resource Room. On February 17, 2012, faculty will provide lunch for the graduating class of May 2012 to ask for specific feedback related to the new curriculum. Each student will be given a copy of the mission, conceptual framework, curricular outcomes and topical outline for each course in the curriculum. They will be asked to consider the curriculum in totality and make suggestions they believe would improve the program. They will be asked to have the feedback ready to be submitted when they return from the preceptorship experience. IV-B. Aggregate student outcome data are analyzed and compared with expected student outcomes. Elaboration: Actual student outcomes data are analyzed in relation to expected student outcomes to identify areas of discrepancies. Discrepancies may indicate areas for program improvement.

79 Program Response: Program outcome data are analyzed and compared with expected student outcomes. The comprehensive evaluation plan guides the process. Each curricular outcome has two formal points of data analysis: one internal and one external to provide multiple views of outcome attainment. IV-C. Aggregate student outcome data provide evidence of the program s effectiveness in achieving its mission, goals, and expected outcomes. Elaboration: The program reports aggregate data related to its expected outcomes. Reported data include student, alumni, and employer satisfaction; graduation rates; NCLEX-RN pass rates; certification examination pass rates; employment rates; as well as data related to other programidentified expected outcomes. Program Response: Aggregate student outcome data indicate that AUMSON is effective in meeting its mission, goal, and expected outcomes. The twice a year admission process was implemented in Fall 2010 in part to give unsuccessful students the opportunity to continue in the professional curriculum without having to wait out a year for course offerings. It is expected that graduation rates will be increased with this process. As illustrated in table IV.A.4, NCLEX pass rates demonstrate the effectiveness of AUMSON in preparing students for professional nursing practice. Exit surveys indicate satisfaction with the program. Further, the Dean and Associate Dean track every course each time it is offered, and virtually without exception, students rate courses at 3.5 or higher on a 1-5 scale. As discussed in I.A and III.A, to achieve the mission of the School of Nursing and the university, faculty have developed a conceptual framework that identifies and defines 6 skills areas (communication and collaboration, critical thinking and clinical judgment in clinical practice, scholarship for evidence based practice, clinical prevention and population health, diversity and leadership) that are essential to the practice of professional nursing. The conceptual framework is formed from and informed by the mission of AUM and AUMSON and the Essentials Document (2008) as well as faculty input. Appendix I outlines the congruence between the Essentials, the curricular outcomes, the SON strategic goal and the AUM strategic goal. Flowing directly from the conceptual framework are the goals/expected outcomes (curricular outcomes) of AUMSON. There are curricular outcomes for each of the six skills area. Aggregate data is collected that supports program effectiveness in all the outcomes. As an example, the following paragraphs discuss how aggregate student outcome data related to critical thinking and clinical judgment in clinical practice support program effectiveness. Evidence that indicates that students have met the program outcome objectives related to critical thinking skills and the use of the nursing process include qualitative evidence that can be found in the portfolio summaries contained in the NURS 4911/4921 course notebooks. Aggregated comments from

80 students indicate that they have met this program outcome. Themes emerge from these portfolios such as: nursing process assists students to decipher information to determine priorities for patients, and the importance of connecting assessment findings to pathophysiology and pharmacology. IV-D. Aggregate student outcome data are used, as appropriate, to foster ongoing program improvement. Elaboration: The program demonstrates use of aggregate student outcome data for program improvement when actual outcomes are not consistent with expected outcomes. Adjustments to foster ongoing program improvement are deliberate and congruent with the mission, goals, and expected student outcomes. Program Response: Data from all sources are used to make curricular revisions. As described in III.B, the current curriculum was developed from a comprehensive review of the previous curriculum and its outcomes, an in-depth study of the new essentials and extensive input from faculty, graduates and students. A specific example of how faculty used aggregate student outcome data for program improvement by making adjustments in teaching/learning experiences to improve outcomes is related to technical skills. Mean scores of technical skills on the HESI/EVOLVE Exit tests scores were noted to fall below the benchmark of 850 in 2009 (score was 845). In response to this, faculty increased the use of scenarios in the Nursing Resource Center when students were validating skills. In the final semester, students presented advanced skills posters which required evidence-based references. In 2010 the mean score on technical skills increased to 899 and in 2011 the mean score was 960. In the new curriculum, first semester students take NURS 3130, Evidence Based Skills, Assessment and Health Promotion which lays the foundation for meeting the curricular outcome Implement evidence-based interventions to promote health, prevent disease and manage acute and chronic care of patients across the life span. Feedback from post-nclex surveys consistently indicated that students needed more practice with prioritization. In response, faculty were advised to begin incorporating more NCLEX-type priority questions in class (Faculty Council Minutes September 2007). Even though the current curriculum has only been in place since Fall 2010, outcome data is already being utilized for program improvement. For example, the outcome objectives related to critical thinking and clinical judgment in clinical practice include that the student will demonstrate clinical judgment in the delivery of efficient, safe, compassionate and evidence based care. In the previous curriculum the HESI/EVOLVE Exit Exam, a comprehensive computerized exam administered at the end of the curriculum, was used to predict student readiness for the NCLEX-RN. Results were also analyzed and used to make appropriate revisions to the curriculum. Concerns over cost and customer service prompted a change to the ATI concurrent with the implementation of the 2010 curriculum. The design of

81 both the HESI and ATI follows the design of the NCLEX-RN. The Nurse Logic portion is introduced in NURS 3110 as a basis for beginning structured activities in identifying needs, nursing diagnoses and outcomes and prioritization. In the Fall of 2011, NURS 3110 was taught as a writing intensive course for the first time. Based on written comments from the students at the end of the semester, faculty revised assignments for Spring 2012 and will not give weekly written feedback, rather providing opportunity for learners to revise work throughout the semester as both writing and thinking abilities progress. IV-E. Aggregate faculty outcomes are consistent with and contribute to achievement of the program s mission, goals, and expected student outcomes. Elaboration: Aggregate faculty outcomes reflect the program s mission, goals, and expected student outcomes. For example, if research is an identified element of the program s mission, faculty research productivity should be assessed as an expected faculty outcome. If research is not part of the identified mission, it would not be expected as a faculty outcome. Evaluation of faculty outcomes is consistent with the institution s and program s definition(s) of faculty role expectations. There is congruence between expectations of the faculty in their roles and evaluation of faculty performance. Program Response: To achieve the program s mission, goals and expected student outcomes, an appropriate mix of faculty is required. Standard II.D describes the faculty mix in detail, Table II.D.1 gives an overview of faculty credentials and experience and Standard II.D addresses the factors in place to support faculty teaching, scholarship, service and practice. As stated in Standard I, the mission of AUMSON is to... exemplify excellence in teaching, service/outreach, and research. For each mission category, behaviors in five levels ranging from unacceptable to exemplary are defined. All faculty must perform at the expected level or above to build their cases for promotion and/or tenure. School of Nursing faculty demonstrate significant accomplishments in all of these areas. To be considered at the expected level for teaching, faculty must document student ratings of courses, current and broad knowledge of specialization, development of critical thinking in students, timely feedback to students, student evaluations of courses that meet the benchmark and several other characteristics. All the expected behaviors are congruent with the schools and universities missions and goals and lead to the expected student outcomes. Expected aggregate faculty outcomes in teaching include 100% of faculty will be engaged in clinical instruction at least one semester per year, 100% of faculty will rate at the expected level or above in teaching, and 100% of faculty will attend continuing education offerings in their clinical specialty.

82 To be evaluated at the expected level or above in scholarly activity and professional development, faculty must document meeting the requirement related to publications, presentations and research/scholarship. Expected aggregate faculty outcomes in scholarly activity include all faculty will meet the expected or above criteria. It is also the expectation that faculty will be successful in the AUM tenure and promotion processes. Scholarly productivity has increased in the last two years as evidenced by the increase in publications and presentations. Outreach and service at the expected levels requires service on committees within the school and university, in professional organizations and working with students in outreach clinical settings. It is expected that 100% of faculty will perform at the expected or higher level in outreach and service. To further clarify faculty expected roles and expected outcomes, the SON promotion and tenure committee developed promotion and tenure guidelines. These guidelines (Appendix E) were approved by the faculty in April 2009 and revised by a unanimous faculty vote in April 2010. The Dean tracks faculty performance in the teaching, research, and service/outreach through the annual evaluation process described in Standard I.C. See Standard I notebook in the resource room for data related to faculty teaching, outreach, practice and research. IV-F. Information from formal complaints is used, as appropriate, to foster ongoing program improvement. Elaboration: If formal complaints indicate a need for program improvement, there is evidence that action has been taken to address that need. Program Response: As described in Element I.G, the AUMSON recognizes the rights of students to voice grievances about any aspect of the program through appropriate channels. The policy and procedure for filing complaints can be found in the student handbook and online as described in Element I.G. There have been no formal complaints in the past three years. Most concerns are addressed at the course level and resolved after a discussion with faculty. One concern that students consistently question is the policy related to disenrollment after two course failures in the school of nursing. This issue was discussed at the December 2011 Evaluation Retreat and the Dean requested that the COPE Committee re-evaluate the policy and make a recommendation. Another concern voiced by students is the policy related to scoring 100% on clinical calculations each semester. An ad hoc committee was appointed at the November 15, 2011 Faculty Council Meeting to review the policy in the context of evidence and clinical practice. Analysis of Compliance with Standard IV NCLEX-RN pass rates are consistently above state and national averages Students, graduates and alumni indicate program satisfaction Innovative ways to improves employer survey return rates are being piloted

83 Aggregate student outcome data is routinely collected and compared with expected student outcomes Aggregate student outcome data is routinely collected and provides evidence of program effectiveness Aggregate faculty outcome data reflects the program s mission and goals and contributes to expected outcomes AUMSON has no outstanding or current formal complaints

84 References American Association of Colleges of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC. American Association of Colleges of Nursing. (2006a) The essentials of doctoral education for advanced nursing practice. Access at www.nche.edu/dnp/pdf/essentials.pdf American Association of Colleges of Nursing. (2006b). Position statement on nursing research. Access at http://www.aacn.nche.edu/publications/pdf/nsgresearch.pdf American Association of Colleges of Nursing. (2006c). Hallmarks of quality and patient safety: recommended baccalaureate competencies and curricular guidelines to assure high quality and safe patient care. Washington, DC. Access at: www.aach.nche.edu/educational/pshallmarks.htm. American Nurses Association. (2007). Public health nursing: Scope and standards of practice. Silver Springs, MD: American Nurses Association. Institute of Medicine. (2003). Health professions education: A Bridge to Quality. Washington, DC: The National Academies Press. QSEN, Quality and Safety Education for Nurses (2007). Competencies, knowledge, skills and attitudes for pre-licensure education for quality and safety. Access at: http://www.qsen.org.