appendix 4: academic program review · systems theory and multiple nursing theories such as...
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Appendix 4: Academic Program Review
Program Name: Bachelor of Science in Nursing Program
Degree: Baccalaureate of Science in Nursing (BSN)
Department: Undergraduate Nursing Degree Programs
College: College of Nursing
Report Author: Rebecca Riley
Date: 09/07/2010
(Complete this form for each program under your supervision)
I. External Demand for the Program A. Student Demand: From Academic Program Analysis provided by IR.
Incoming FTF or FT Graduate Student Demand For The Program
(5-Year Trend)
05-06 06-07 07-08 08-09 09-10 AVG
199 197 198 179 200 195
Enrollment in Program (5-year Trend)
05-
06
06-
07
07-
08
08-
09
09-
10
AVG
Total 991 950 919 950 1,019 966
Freshman 353 307 347 301 369 355
Sophomore 206 176 126 173 167 170
Junior 163 177 149 165 163 163
Senior 269 290 297 311 320 297
Other Undergraduate
Graduate (degree-
seeking)
Graduate (non-degree
seeking)
B. Employer Demand: Based on your best knowledge and information, describe employer
demand according to the following chart, defining “current” as within the last 3-5 years.
Then, provide any additional evidence or reasoning behind the categorization.
Parenthetical examples in chart are a way of thinking about rankings.
Employer Demand (highlight more than one if appropriate)
Current Demand Estimated Productivity
Ratio*
Demand Characteristics
Extremely High * 1:1 Consistent *
High Cyclical
Medium Trending Upward
Low Trending Downward
Explanation/Discussion 100% of the BSN Alumni are employed in nursing within one year after graduation as evidenced by the
Alumni Survey data.
2
*Express numerically to reflect the difference between demand for
graduates in the field and rate at which the program produces graduates; e.g. 5:3 demand five for every three we graduate.
C. Community/Other External Demand: Describe the community demand for, or reliance
on, the program (e.g. some integral facet of the program performs a community service
function such that without the program, the function could not be taken over by some
other mix of entities).
The BSN program provides nurses for 12 major health care facilities and multiple
community agencies within a 5 parish region. Examples include (a) Office of Public
Health, (b) Parish School Systems (school nurses), (c) Veterans’ health care centers,
(d) industry (occupational health nurses), (e) extended care facilities, (f) wound care
centers, (g) long term care facilities, (h) diabetes management centers, (i) dialysis
centers, (j) home health/hospice agencies, and (k) private businesses (physician
offices, insurance organizations, clinics, and legal services, etc.).
The College of Nursing offers immunizations to children ages birth to 18 years of
age at no cost. The College of Nursing has an ongoing collaborating partnership
with the Office of Public Health to establish a point of distribution for
immunizations or medications in the event of an epidemic or disaster. In the fall of
2009, the College of Nursing established a point of distribution for H1N1 vaccine to
MSU students. Included in this vaccination campaign were MSU faculty, staff, and
their family members. The H1N1 vaccination initiative serviced approximately 2000
individuals.
The College of Nursing offers continuing education opportunities, frequently
partnering with local, national, and global organizations, to assist nurses in meeting
the licensure renewal requirements of the Louisiana State Board of Nursing. A
portion of the funds generated from continuing education allow for the provision of
continuing education and faculty development for the College of Nursing faculty,
free or at a reduced cost.
The College of Nursing supports the core value of university/community alliances by
requiring clinical nursing students to complete community service hours each
semester. Student participation contributes to the success of the community
volunteer programs.
D. Program Size: Does the demand support a full program, or will a minor serve the needs?
The demand for nurses supports the BSN program as evidenced by employer
demand (I B.). The rules and regulations of the Louisiana State Board of Nursing
require a BSN or ADN degree for registered nurse licensure.
II. Internal Demands on the Program
A. Provide FTE faculty per SCHs taught for the following periods (academic year only):
3
08-09 09-10 Avg
FTE Faculty
assigned to
program 30.5 29.8
30.15
FTE Faculty
SCHs 17654 16299 16977
Program
Major
SCHs 25,294 28,162
26,728
B. Service/Offerings: Describe the internal demands on the program. What courses,
services, faculty expertise, resources, or other features integral to the program would, if
they were no longer available, adversely affect other programs? What “major-support”
courses does the program offer (not including General Education courses)?
The (major support) courses offered by the BSN program within the College of
Nursing are:
Nursing 302 – Pathophysiology
Family Consumer Sciences - Dietetics
Nursing 330 - Pharmacology
Family Consumer Sciences - Dietetics
Radiological Sciences
Associate Degree in Nursing
Nursing 326 – Nursing Informatics
Associate Degree in Nursing
III. Program Inputs and Processes
A. FTE Faculty Profile: Please include information on faculty in the program: those
included in section I.A. (above), and faculty for AY 10-11. Name High
est
Degr
ee
T, T-
T,
NT
Rank FT/P
T
Years at
McNeese
Barnes, Tamara MSN TT Asst
Prof
FT 2
Basone, Lauren MSN TT Asst
Prof
FT 5.5
Bruney, Jennifer MSN TT Asst
Prof
FT 3
Bufford, Amy MSN TT Asst
Prof
FT 4.5
Carter, Katrina
MS
T
Asst
Prof
FT
14
4
Chandler, Merry
MSN T Asst
Prof
FT 14
Conway-Pennick, Kimberly MSN TT Asst
Prof
FT 3
Cooley, Richard MSN TT Asst
Prof
FT 5
Dougherty, Lori MSN TT Asst
Prof
FT 3.5
Dubriel, Mary MSN TT Asst
Prof
FT 2.5
Fontenot, Nazie Sue MSN T Asst
Prof
FT 21
Groves, Lori MSN T Asst
Prof
FT 18.75
Holder, Deborah Ph.D T Asst
Prof
FT 5
Howard, Cynthia MSN T Asst
Prof
FT 8.25
Johnson, Rhonda MSN T Asst
Prof
FT 14
LaGrange, Peggy MSN TT Asst
Prof
FT 2.5
Levens, Wendy MSN TT Asst
Prof
FT 7
Riley, Rebecca MS T Asst
Prof
FT 25
Sterling-Guillory, Twila MSN TT Asst
Prof
FT 9.5
Trahan, Patsy MS T Asst
Prof
FT 15
Washington, Terri MSN TT Asst
Prof
FT 5
Wilburn, Rachel MSN T Asst
Prof
FT 14
Wild, Andria (McCann) MSN TT Asst
Prof
FT 3
Woodard, Veronica MSN T Asst
Prof
FT 8
Hebert, Margaret MSN NT Clini
Asst
Prof
FT 3
Hoppe, Brenda MSN NT Clini
Asst
Prof
FT 4
Martin, Elizabeth MSN NT Clini
Asst
Prof
FT 2
Williams, Kathlene MSN NT Clini
Asst
Prof
FT 2
5
Thompson, Troy MSN NT Clini
Asst
Prof
FT 1
Foreman, Jennifer MSN NT Clini
Asst
Prof
FT 1
B. Faculty Qualifications Summary (for faculty represented in above chart).
1. Of the faculty members in the program, what percentage has terminal degrees?
3% (1) of the faculty teaching in the BSN Program have terminal degrees. Five
other faculty are ABD.
2. Of the faculty members in the program, what percentage is tenured?
33.3% (11) of faculty teaching in the BSN Program are tenured.
C. Faculty Service Assignments: Identify the faculty member by name and each applicable
service commitment by name.
Name Univ
Committee
College
Committee
Dept
Committee
or other
Dept-
specific
work
Academic
Advisor
Advisor to
Student
Organization
Non-paid
Univ-based
External
Service
Other
Univ-
specific
service
(identify
service Barnes,
Tamara Student
Excellence,
Faculty
Congress
BSN Curriculum
Integrity Yes - - H1N1
Vaccine Clinic
Basone,
Ginger
Write to Excellence
Faculty
Advisory Group
Faculty
Excellence,
Faculty
Congress
Cont. Ed. Comm Yes H1N1 Vaccine
Clinic
Bruney,
Jennifer Student
Excellence,
Faculty
Congress
Immunization
Com. Yes H1N1
Vaccine
Clinic
Bufford,
Amy
Commencement
Comm.
Evaluation
Comm, Faculty
Congress
Cont. Ed. Comm Yes H1N1
Vaccine Clinic
Carter,
Katrina
University
Faculty Advisement
Student
Excellence,
Faculty
Congress
Yes MSNA H1N1
Vaccine Clinic
Conway-
Pennick,
Kim
Faculty
Excellence,
Faculty
Congress
Clinical
Simulation Com,
Immunization
Com.
Yes H1N1
Vaccine
Clinic
Cooley,
Richard
Fee Appeals Faculty
Excellence,
Faculty
Congress
Clinical
Simulation Com Yes H1N1
Vaccine Clinic
Dougherty,
Lori Curriculum,
Faculty
Congress
Yes H1N1
Vaccine
Clinic
Dubriel,
Mary Student
Excellence,
Faculty
Congress
Yes H1N1 Vaccine
Clinic
Fontenot,
Nazi Sue Faculty
Excellence,
Faculty
Yes H1N1
Vaccine Clinic
6
Congress
Groves,
Lori
Counsel for
Gen. Ed
Assessment
Evaluation,
Faculty
Congress
Yes H1N1
Vaccine
Clinic
Holder,
Deborah
Grade Appeals Evaluation,
Faculty
Congress
Yes H1N1 Vaccine
Clinic
Howard,
Cynthia
Freshman Foundations
faculty
Advisory Group, Faculty
Senate
Curriculum,
Faculty
Congress
Immunization
Com. Yes H1N1
Vaccine
Clinic
Johnson,
Rhonda Curriculum,
Evaluation,
Faculty
Congress
Yes H1N1 Vaccine
Clinic
LaGrange,
Peggy
Faculty Senate
McNeese
Assessment
Team
Evaluation,
Faculty
Congress
Clinical
Simulation Com Yes H1N1
Vaccine
Clinic
Levens,
Wendy Student
Excellence,
Faculty
Congress
Clinical
Simulation Com
Immunization
Com.
Yes H1N1
Vaccine Clinic
Riley,
Rebecca Curriculum,
Faculty
Congress
Yes H1N1 Vaccine
Clinic
Sterling-
Guillory,
Twila
Faculty Senate Curriculum,
Faculty
Congress
Yes H1N1 Vaccine
Clinic
Trahan,
Patsy
University Curriculum,
QEP faculty
Advisory Group
Curriculum,
Faculty
Congress
Clinical
Simulation Com,
Cont. Ed. Comm
Immunization
Com.
Yes H1N1 Vaccine
Clinic
Washington,
Terri Faculty
Excellence,
Faculty
Congress
Yes H1N1
Vaccine
Clinic
Wilburn,
Rachel
Withdrawal Appeals
Curriculum,
Faculty
Congress
Clinical
Simulation Com Yes H1N1
Vaccine
Clinic
Wilde,
Andria Curriculum,
Faculty
Congress
Yes H1N1 Vaccine
Clinic
Woodard,
Veronica
Academic
Appeals
Faculty
Excellence,
Faculty
Congress
Immunization
Com. Yes H1N1
Vaccine Clinic
Hebert,
Margaret Student
Excellence,
Faculty
Congress
Clinical
Simulation Com Yes H1N1
Vaccine
Clinic
Hoppe,
Brenda Evaluation,
Faculty
congress
Immunization
Com. Yes H1N1
Vaccine Clinic
Martin,
Elizabeth
Faculty Senate Curriculum,
Faculty
Congress
Yes H1N1
Vaccine Clinic
Williams,
Kathlene Student
Excellence,
Faculty
Congress
Yes H1N1
Vaccine
Clinic
Thompson,
Troy Student
Excellence,
Faculty
Congress
No
Foreman,
Jennifer Student
Excellence,
Faculty
Congress
No
7
D. Curriculum Design 1. What discipline-based theories or principles underlie the program’s current
curricular design?
The baccalaureate nursing curriculum design is drawn from General
Systems Theory and multiple nursing theories such as Neuman’s Systems
Model Nursing Theory, Orem’s Self-Care Theory, Benner’s Novice to Expert
Model, etc. The foundational concepts of the baccalaureate nursing degree
curricular design are drawn from the AACN Essentials of Baccalaureate
Education for Professional Nursing Practice, ANA Standards of Clinical
Nursing Practice, and the LSBN Law Governing the Practice of Nursing.
2. How does the curricular design operate to ensure students graduating from the
program demonstrate competency appropriate to the discipline for the level at
which they earn a degree?
The College of Nursing Mission and Philosophy, BSN Purposes, BSN Level
and Terminal Objectives, and Conceptual Framework provide the
foundations for the curriculum. The Level and Terminal Objectives flow
directly from the Philosophy and reflect expectations of the nursing student
at each level of the curriculum and at graduation. The course objectives and
course content are constructed according to the Level and Terminal
Objectives. The BSN curriculum design moves the student from simple to
complex concepts along the wellness-illness continuum providing nursing
care for the individuals, groups, populations and communities, respectively.
3. Is the program curriculum designed for flexibility, giving students an array of
options or potential paths of focus? OR
4. Is the program curriculum deliberately sequenced so that students must progress
along a designated path to achieve completion?
The BSN curriculum is deliberately sequenced so that students progress
along a designated path to achieve completion. The students must
demonstrate competency in the foundational nursing concepts prior to
progressing to advanced skills and concepts.
5. How often is the program changed? What evidence are these changes based on?
The College of Nursing BSN program has developed and implemented a
systematic plan of program evaluation in which data is collected, aggregated,
and analyzed. Analysis may result in a major curricular change or minor
changes in teaching and evaluation strategies within individual courses.
Evidence analyzed from curricular assessment includes student course and
clinical evaluations, student clinical performance evaluations, standardized
testing data, graduate exit, alumni, and employer survey results, and the
8
National Council for State Boards of Nursing program reports. A time line
for data collection, analysis, and action are followed according to the
departmental evaluation plan.
6. How is the program able to adapt to external curricular demands? (e.g. caps on
total hours, general education requirements, and so on).
The BSN program can adapt to minor external curricular demands;
however, the program must meet standards set forth by the accrediting
bodies (CCNE, LSBN).
7. How is the program curriculum designed to accommodate transfer students?
The College of Nursing accepts transfer course credits based on the
Louisiana Board of Regents Articulation Matrix. An articulation plan exists
to accommodate a transferring student or graduate from an accredited
diploma or ADN program. Presently, the BSN program has 53 ADN
graduates participating in the RN to BSN articulation plan. The College of
Nursing recently received a Board of Regent’s grant that has enabled the
department to implement the ADN to BSN articulation plan online.
8. Are there courses, concentrations, paths or other facets of the curriculum that can
be reduced—either because of lack of demand, lack of resources (faculty), or
combined with courses in other programs to create more efficient (in-demand)
concentrations?
SOCL 311 will be eliminated from the Nursing Curriculum in order to meet
the Board of Regents mandate for 120 hours of required degree credits. The
elimination of this course will reduce an average of 216 nursing students
enrolled in Sociology 311 each semester.
E. Learning Outcomes Assessment Plan Describe the program’s assessment system via
the following chart. Provide any additional comments or explanations after the chart. Learning Outcome Courses/Places
Where Assessed
Assessment Method(s)
Use critical thinking as a generalist
professional nurse.
Level 1
310, 315, 318
Level II
319, 320, 400, 402
Terminal
424, 425
Student clinical
performance evaluations,
standardized testing data,
graduate exit and alumni
survey results, and the
National Council for State
Boards of Nursing
program reports.
9
Use written, oral, and emerging
technology methods to communicate
effectively as a professional nurse.
Level 1
310, 315, 318
Level II
319, 320, 400, 402
Terminal
424, 425
Student clinical
performance evaluations,
standardized testing data,
graduate exit and alumni
survey results, and the
National Council for State
Boards of Nursing
program reports
Integrate therapeutic nursing
interventions to provide safe, quality
patient-centered care when practicing as
a generalist professional nurse.
Level 1
310, 315, 318
Level II
319, 320, 400, 402
Terminal
424, 425
Student clinical
performance evaluations,
standardized testing data,
graduate exit and alumni
survey results, and the
National Council for State
Boards of Nursing
program reports
Integrate roles of the nurse in
coordinating in delivering health care
through collaboration with persons and
members of the interdisciplinary health
care team.
Level 1
310, 315, 318
Level II
319, 320, 400, 402
Terminal
424, 425
Student clinical
performance evaluations,
standardized testing data,
graduate exit and alumni
survey results, and the
National Council for State
Boards of Nursing
program reports
Value service as a nursing contribution
to the welfare of persons.
Level 1
310, 315
Level II
319, 400, 402
Terminal
424, 425
Report of Service Activity
Form, Alumni Survey
results, and Graduate e
Exit Survey results
Evaluate own characteristics as a
member of a profession according to
nursing practice standards.
Level 1
310, 315, 318
Level II
319, 320, 400, 402
Terminal
424, 425
Student clinical
performance evaluations,
standardized testing data,
graduate exit and alumni
survey results, and the
National Council for State
Boards of Nursing
program reports
F. Instructional Methods Used in Program:
1. Traditional Format: This section attempts to obtain a profile of how technology
is used in traditional, face-to-face courses in the program, and ultimately across
campus. Identify the following:
i. Percentage of courses taught through traditional lecture, where technology
use is relatively minimal (e.g. blackboard is used to post syllabus, maybe
handouts):
10
ii. Percentage of courses where half or more of instruction is technology-
delivered (e.g. blackboard is used for disseminating instructional materials
and testing/receiving student work):
iii. Percentage of courses where technology/media forms some or part of the
subject of the course instruction (e.g. a film studies course)
Approximately 96% of the BSN nursing courses are taught using the
traditional face to face format. However, all courses use technology to
enhance traditional instruction format which may include but not limited to
blackboard, Tegrity, Livetext, case scenarios, standardized testing, textbook
cd roms, videos, simulation, and resources in the Learning Resource Lab
E-Learning Education: This section directly relates to elements and
measurements on the Louisiana GRAD act.
iv. Please identify e-learning program courses offered in 09-10. Include the
course, the number of e-learning sections, # enrolled (total for all
sections), and SCHs. Indicate with an “x” whether the course was 50-99%
e-learning or 100% e-learning. Note: if different sections of the same course can be answered differently in the % e-
learning boxes, then list them separately. Program Major Courses
Sp 09/SU09/Fall 09
# of
sections
# enrolled SCHs Place an ―x‖ in the
appropriate box.
50-99% e-
learning
100% e-
learning
Nursing 226 Sp09 6 90 270 x
Nursing 381 Sp09 1 12 36 x
Nursing 326 F09 6 110 330 x
Nursing 326 SU09 1 12 36 x
Program Service Courses
Sp 10/Su10/Fall 2010
# of
sections
# enrolled SCHs Place an ―x‖ in the
appropriate box.
50-99% e-
learning
100% e-
learning
NURS 303 Sp10 1 10 30 x
NURS 326 Sp 10 5 88 264 x
NURS 391 Sp 10 1 17 51 x
NURS 326 SU 10 1 20 60 x
NURS 403 SU10 1 16 48 x
NURS 426 SU10 1 8 24 x
NURS 326 F 10 6 104 312 x
NURS 427 F 10 1 9 27 x
NURS 428 F 10 1 9 27 x
v. Can this program be offered 100% online? Explain why or why not and
how long it would take before it could be offered 100% online. Discuss
what resources or support might be necessary to support such a move.
All courses can be 100% online, however, most faculty elect to meet face-to-face the first
day of class for an orientation. This could be accomplished through the use of Tegrity, live
11
chat or discussion board. The ADN to BSN articulation plan has received a grant to
develop all courses 100% on-line. A fully on-line articulation will be offered beginning
Spring 2011 as (faculty) resources allow.
G. Academic Program Analysis: Please attach the document provided by Institutional
Research.
H. Recruitment Strategies: In what ways does the program actively recruit new students?
Does the program have a system for responding to student inquiries, for advertising
classes, or otherwise increasing program exposure? Provide any data that shows the
results of recruitment initiatives. If no program or plan exists, describe one that can be
reasonably created.
The College of Nursing supports recruitment of students through:
1. collaboration of Nursing Student Service Coordinator with MSU enrollment
office to arrange recruitment opportunities (Appendix A).
2. offering high school tours with simulation interaction
3. participation in high school career fairs
4. involvement with health care exploration courses for high school students
5. providing a dual enrollment nursing course (Nursing 101) at the Lake
Charles Boston Learning Academy
The Nursing Student Service Coordinator responds to every student inquiry via
email, telephone, or personal correspondence. The College of Nursing partners with
various entities within the community to address identified health care needs. For
example: Christus St. Patrick’s Diabetes Education Center, Episcopal Day School,
Brentwood Elementary School, Hackberry Rural Health Clinic, etc.
The College of Nursing BSN program requires students to complete community
service hours which provides exposure, interaction, and advertisement in the
community.
I. Advising: Include a student to advisor ratio. Describe the advising process for the
program. For example, how are advising assignments made? What activities constitute
an advisor’s responsibility, and are these activities coordinated among advisors across the
program? Include any feedback from students on the effectiveness of the advising
experience. Is effective advising rewarded? If no advising or evaluation system is in
place, describe one that will be developed and implemented.
Advisement faculty to student ratio is 33:1. The CON has an on demand faculty
advisement schedule, which allows students to be serviced as needs arise (Appendix
B). All undergraduate faculty members fulfill the role of advisor, which includes but
is not limited to: (a) advising course schedule development. (b) curriculum and
sequencing, (c) eligibility requirements, (d) categories/prioritization of clinical
applicants, (e) clinical applications, and (f) transfer student advising.
12
Students evaluate advisors after each advisement session. At the end of the semester,
the evaluation information is analyzed for student satisfaction. The evaluation tool
is scored using a Likert Scale with 0-5; 0 being least satisfied and 5 being most
satisfied. The most recent survey revealed a satisfaction scoring range from 4.8 –
5.0. Student satisfaction survey results are part of the Annual Performance
Reporting Process (APR).
J. Retention Initiatives: Describe activities to encourage student retention in the program.
If no current activities exist, describe efforts that the program can make to increase
retention of students. Provide, if available, any data that shows student retention.
The Nursing Student Service Coordinator has a major influence on the retention
initiatives within the College of Nursing. The person in this position has the
following responsibilities (a) the first point of contact for all inquiries, (b) assists
with the admission process of all students, (c) aids in the articulation of accepted
transfer students, (d) serves as student liaison, (e) coordinates student events, (f)
identifies scholarship needs, (g) validates eligibility into the clinical nursing
sequence, (h) tracks student data, and (i) assigns advisor for every nursing student
in the Banner System, and (j) communicates new policies and approved community
service activities.
The College of Nursing has a well defined retention plan:
1. Provide an orientation program for all new clinical nursing students
2. Offer a state of the art clinical simulation laboratory which provides a safe
learning environment for our nursing students
3. Require standardized Blackboard course development
4. Initiate aggressive mentoring plan for students identified as at risk for failure
in a nursing course
5. Maintain evening and weekend hours in the Learning Resource Center
6. Conduct focus groups at the end of the semester with each level of students in
the nursing curriculum
7. Initiate integration of Tegrity system through selected Blackboard courses
The College of Nursing also monitors all College of Nursing students’ academic
process by pinpointing ―at-risk‖ students that are enrolled in their pre-requisite
courses. The College of Nursing academic advisors recommend that ―at-risk‖
students be placed on academic contract prior to the student becoming ineligible to
progress in the nursing program due to the progression/retention policies.
Approximately 65% of students placed on academic contract are minority students,
and this retention strategy has improved the College of Nursing’s retention of
minority students.
An aggressive mentoring program has been initiated to enhance student success.
This program includes (a) remediation textbooks, (b) online
instructional/remediation videos, (c) remediation information in the Learning
13
Resource Center, (d) online case studies, (e) faculty/student mentoring and (f)
content competency warning (Appendix C).
K. Transfer Student Support: Describe the extent to which any special support or effort is
made to help transfer students transition to your program. Describe any successes or
challenges with respect to transfer student populations.
Approximately 40% of the College of Nursing students transfer from another
college or university. The Nursing Student Service Coordinator reviews every
potential transfer student’s transcript for congruency with the College of Nursing’s
degree requirements. The Department Head reviews recommendations made by the
Nursing Student Service Coordinator and renders final decision for
acceptance/denial of credit or eligibility of students for admission into the nursing
programs (ADN or BSN).
Several sections of Freshman Foundation courses are assigned specifically for
transfer students. These courses are designed to assist acclimation of transfer
students into the McNeese State University environment.
NURS 103 is a course to assist the LPN transition to the role of BSN student and
differentiates the LPN and RN roles.
L. Resource Assessment: Are there resources within the program that might be shifted to
better achieve the program’s mission? Are there inter-program/departmental
collaborations that might be possible? Are there processes, practices, or policies that the
program can employ, modify, or delete that would help it to better teach its students?
The (major support) courses offered by the BSN program within the College of
Nursing that supports inter-program/interdepartmental collaboration are:
Nursing 302 – Pathophysiology
Family Consumer Sciences - Dietetics
Nursing 330 - Pharmacology
Family Consumer Sciences - Dietetics
Radiological Sciences
Associate Degree in Nursing
Nursing 326 – Nursing Informatics
Associate Degree in Nursing
Potential interdepartmental collaboration could include offering research,
pathophysiology, and informatics.
14
The BSN program shares faculty resources, Department Head, and support staff
with the ADN program. Moreover, the BSN program shares all physical and state of
the art technology resources with the ADN program.
V. Quality of Program Outcomes A. Student Learning Outcomes—results, 3-years. IE will provide data/results for this
section.
Program BSN Nursing
Year SLO TM MM CA NM % Plan Score
2008 SLO 1 5 4 7 0 80.0%
2008 SLO 2 4 3 6 0 75.0%
2008 SLO 3 5 4 2 0 80.0%
2008 Total 14 11 15 0 78.6% 3
2009 SLO 1 6 4 7 0 66.7%
2009 SLO 2 4 3 5 0 75.0%
2009 SLO 3 5 4 2 0 80.0%
2009 Total 15 11 14 0 73.3% 3
2010 SLO 1 5 3 8 0 60.0%
2010 SLO 2 4 3 6 0 75.0%
2010 SLO 3 5 4 3 0 80.0%
2010 Total 14 10 17 0 71.4% 3
B. Completer Data & Tracking (provide at least a three-year period of information, if
possible; in any case identify the period of time considered for response).
Job placement data obtained from one year alumni survey.
Program
BSN
% passing licensure,
certification, or other such
instrument, if applicable
Job
Placement—
In Field (% of
Completers)
w/in 1 year
Job
Placement—
Unrelated
Field (% of
Completers)
w/in 1 year
Job
Placement—
In Louisiana
(% of
Completers)
w/in 1 year
Further
Education %
of
Completers)
Exam Name
%
passing
first
time
2007 129
graduates
NCLEX-RN 86.78% 100% 0% No data No data
2008 151
graduates
NCLEX-RN 90% 100% 0% No data No data
2009 149
graduates
NCLEX-RN 91.1% 100% 0% No data No data
C. Employer Satisfaction: What evidence is there of employer satisfaction with program
graduates?
The Employer Survey reports satisfaction with the BSN program at McNeese State
University. The mean employer response for spring 2010 was reported as 4.5 on a 5
point Likert scale.
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D. Student Satisfaction: What evidence is there of student satisfaction with the program?
The Graduate Exit Survey reports satisfaction with the BSN program at McNeese
State University. The mean student response for spring 201 was reported as 4.71 on
a 5 point Likert scale.
E. Faculty Performance and Contributions
1. Provide average SEI scores for 5-year period. Only include faculty assigned to
program on the list provided by IR. SEI Averages
2005 2006 2007 2008 2009 AVG
4.63 4.54 4.60 4.47 4.47 4.59
2. Provide a detailed list (up to 10) of faculty-student research projects
Faculty Student Research Projects
Spring 2010
Faculty: Ann Warner, Twila Sterling
Group 1
What intervention is most
effective in pain
management—PCA pumps or
PRN medication
administration by nurses in
hospitalized patients?
(Winner)
Michelle Lippman,
Amie Baer,
Valerie Guinn,
Katie Jones
Group 2
What are the effects of sleep
deprivation on college
students?
(Honorable Mention)
Kathleen Barnes,
Victoria Hodges,
Brittany Landry,
Jordan Stein.
Group 3
What is the source of
resistance to maggot therapy
vs standard wound
debridement?
(Honorable Mention)
Ian Boyer
Jason Rhorer
Rhonda Hutchinson
Jennifer Hammons
Group 4
What family education
interventions are most
effective to decrease
symptoms in children with
autism?
Mallory Miller
Kaitlyn Croxdale
Farrah Jouett
Kelly Burckel
Group 5
Which nutritional
interventions work best for the
early onset of ADD/ADHD in
children?
Ginger Kern,
Carmen Sittig,
Melissa Bergeron,
Victoria Ogbor,
Mackenzie Moore
Group 6
Water works: the effects of
hydrotherapy on labor pain.
Kallie Istre
Leslie King
Hollie Rosteet
Brittany Kelly
Group 7
What coping strategies do
critical care nurses use to care
for dying patients?
Group 8
Motivations for the use of and
misuse of ADHD medications
in college students.
Group 9
Can witnessed resuscitation
affect the performance of the
caregivers during the
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Melissa Nelson
Courtney Thomas
Lauren Leger
Josh Duncan
Drew Aucoin
Chase Domingue
Zubin Rastegar
Josh Earhart
procedure
David Willis
Dustin Walker
Jonny Yellot
Christain Bertrand
3. Provide examples of recognition faculty bring to the program in the area of non-
paid public service (up to five examples).
All College of Nursing faculty volunteered to participate in a vaccination
campaign for H1N1 virus which served students, faculty, staff, and employee
family members.
The College of Nursing faculty staffs a bi-monthly immunization clinic for
children up to 18 years of age. This clinic is free of charge to the public due to a
grant funded by the Children’s Miracle Network.
The majority of the nursing faculty volunteer for the medical reserve corp.
through the Louisiana State Board of Nursing.
College of Nursing faculty serve on various community advisory boards (ie
Christus St. Patrick’s Diabetes Management Center, Fetal Infant Mortality Rate
Board, American Cancer Society Board).
College of Nursing faculty certify community members, MSU students, faculty,
and staff in basic life support skills (CPR).
F. Faculty Research (cover a five-year period, if possible. In any case, indicate the period
of time this data will cover)
The BSN Program aligns Research with the goals of a Regional Institution
(Teaching/Instruction).
1. Portfolio of Intellectual Contributions: 2009-2010 Faculty (list alphabetically)
Only include faculty currently
employed at McNeese.
Books Research
Monographs
Peer
Reviewed
Journals
Chapt
ers
Peer
Reviewed
Procee
dings
Peer
Reviewed Papers
Presentations
Faculty
Research Seminars
Non-
Peer Revie
wed
Journals
Other /
Grants
Amy Bufford Student
Achievement
Deborah Holder Faculty Orientation
Rhonda Johnson Innovative
teaching
Strategies
Ann Warner Coping
mechanisms
of family members of
COPD
patients
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Rebecca Riley Light of
Nursing Award
Ann Warner Board of
Regents
Grant
Wendy Levens Children’s
Miracle
Network Grant
Ann Warner SNRS
Presentation
Lori Dougherty Tegrity presentation
Twila Sterling LSNA
Conference
Children’s
Miracle
Network Grant
2. Summary of Types of Intellectual Contributions Faculty Name (list alphabetically) Learning
and
Pedagogical Research
Contribu-
tions to
Practice
Discipline-
Based Research
Amy Bufford Learning
Deborah Holder Faculty Development
Rhonda Johnson Learning
Ann Warner Disease
specific
VI. Revenue and Resources Generated by the Program Briefly identify any revenue or resources generated by the program.
Fees charged, other than tuition (include amount of fee and total revenue by semester
or academic year).
o Clinical Progression Fees are collected for each course with a clinical
component per student per semester
College of Nursing Revenue and Resources: Undergraduate Nursing Degree
Programs
2008-2009 2009-2010
Clinical Progression Fee $236, 270 $237,876
Grants and/or Contracts (number, amount, time-table)
o Board of Regents Capitation Program pays $3250/new student/per semester.
These funds were reduced approximately 40% for the 2010-2011 academic
year due to state budget cuts
College of Nursing Revenue and Resources: Undergraduate Nursing Degree
Programs
2008-2009 2009-2010
BOR Capitation $565,500 $575,250
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o Board of Regents Enhancement Grant 2-year period for the BSN Program to
develop RN-BSN online courses; $10,000
o LSNA Recruitment Grant for a 1-year period for the BSN Program to develop
a dual enrolled course; $25,000
Equipment Grants (identify any equipment received and estimated value and/or funds
received specifically for purchase of equipment)
o TASC funding for the purchase of obstetrical mannequin for skills lab (2009);
$49,672 and TASC funding for computer replacements and purchase of an
enhanced simulation mannequin (2010); $118,361
Identify any potential revenues: fundraising, gifts, grants, other not yet acquired.
o Redistribute the Clinical Progression Fee across eight (8) semesters for the
BSN Program and six (6) semesters for the ADN Program with the intent to
increase fees beginning in the freshmen year. This could increase the fees
paid by approximately $275,000.
o Replace physicians in the University Student Health Services with Clinical
NP adjuncts to reduce medical costs. These NP’s could serve in a dual role
that would also provide valuable clinical experiences for the graduate nursing
students.
VII. Cost/Expenses Associated with the Program A separate cost study based on formulae set forth by the University of Louisiana System will be
supplied for each program.
VIII. Program Branding Reflect on your program as a whole: its course offerings, availability, modes of delivery, faculty
strengths, opportunities for unique student experience (travel, research, internship, campus social
interaction), clarity of the nature of the program and its potential for impact on students’ lives as
you respond to the following:
1. If you were a student entering McNeese what features would keep you in the program?
1) The availability of the Nursing Student Service Coordinator as the entry point of
contact for every entering student and the liaison for all students as they progress
through the curriculum. The Nursing Student Service Coordinator manages clinical
admission for 120-140 BSN applicants each semester.
2) The accessibility of faculty for student advisement and course review (On-
Demand Student Advisement System Model)
3) Faculty/Student Mentoring and Remediation Program
4) NCLEX Preparation Plan for Licensure
5) Learning Resource Center – Multiple Learning Programs, Computer Resources,
Curriculum Support resources and IV Simulation
6) State-of-the-Art Patient Simulation – High and Low Fidelity Simulation Labs
7) Students progress through the nursing curriculum as a defined group promoting
cohort support, consistency, and a culture of learning.
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8) The opportunity to become a member of the McNeese Student Nurses Association
and apply to the Sigma Theta Tau Nursing Honor Society.
9) The opportunity to participate and present student research.
10) Multiple healthcare agencies offer extern programs for student employment and
agency recruitment. (ie: West-Cal Cam Hospital, Lake Charles Memorial Hospital,
Christus St. Patricks Hosptial)
12) The opportunity to participate in volunteer service to the University and
community.
2. How, when, and how often are the best features of your program communicated to
students, and how would you improve upon that communication?
The Nursing Student Service Coordinator regularly (each semester) communicates
the best features of the BSN program through participation in high school career
fairs, traveling to recruitment opportunities with enrollment office personnel,
involvement in health care exploration courses for high school students, and
targeted minority recruitment activities. The CON offers a dual enrollment course
for high school students in the Fall and Summer. In addition, the CON annually
participates in local agency skill fairs. CON Brochures are mailed to all inquiring
students and information related to the program is posted on the CON website.
The CON faculty and student accomplishments are forwarded to the alumni and
media services for publication. Faculty and student services to the University
population and the community are communicated through media services,
Blackboard announcements, community listserv, and flyer distribution (ie: H1N1
Clinic, CON immunization clinic and Lake Charles Community Clinic).
Improvement upon communication could occur through consistent updating of
McNeese Website (information integrity), reinstituting printed publication of course
schedules in local newspapers and printing of MSU catalogs. Improve the use of
technology for communicating ideas, experiences, and upcoming events at MSU to
current and prospective students (ie: campus blog, social networking, media stream,
and youtube link on entry page for students to post their experiences at McNeese).
IX. Opportunity Analysis As a whole, McNeese is committed to recruiting a qualified, diverse population of students,
ensuring their academic progress, and finally producing highly capable, professionally-adaptive
graduates. Given the current status of your program as you have outlined it in the above
sections, if funds or resources were available to you, how would you appropriate them to better
ensure your program facilitates any or all aspects of recruiting, retention/progression, or
graduation.
Maintain the position of Nursing Student Service Coordinator for recruiting, clinical
admissions management, student support, advising, and retention/progression of nursing
students.
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Expand the LPN to RN articulation and the ADN to BSN articulation through advertising,
increased online access, and providing clinical access for this unique population of
students.
Continue support for the High Fidelity Clinical Simulation Laboratory and the dual
enrollment nursing course for high school students at Lake Charles Boston Academy.
Enhance the Learning Resource Center (computer technology and software) to support,
remediate and prepare nursing students for success on the NCLEX-RN exam and enter the
profession of nursing.
Increased faculty and physical resources would allow for growth in the BSN program by
increasing the number of students accepted into the clinical nursing sequence; therefore
positively impacting graduation rates.