maryland board of nursing board meeting open …jun 28, 2017 · jill callan, rn, nurse program...
TRANSCRIPT
MARYLAND BOARD OF NURSING BOARD MEETING
OPEN SESSION AGENDA
DATE: June 28, 2017
TIME: 9:00 A.M.
PLACE: Maryland Board of Nursing 4140 Patterson Avenue Baltimore, Maryland
BUSINESS:
PLEASE NOTE: THE MEETING WILL BE IN OPEN SESSION FROM 9:00 A.M. UNTIL APPROXIMATELY 10:00 A.M. WITH EXECUTIVE (CLOSED) SESSION IMMEDIATELY FOLLOWING.
1. Call to Order
a. Roll Call and Declaration of Quorumb. Minutes for May 2017 Open Session
2. Consent Agenda
A. Nurse Practitioner Programs (Ann Tyminski)
1. Rhode Island College, Providence, RI, Master’s ProgramAdult/Gerontology Acute Care NP
2. Northeastern University, Boston, MA, Master’s Program Adult/GerontologyPrimary Care NP
3. Samuel Merritt University, Oakland, CA Master’s Program Family NursePractitioner
4. University of Mississippi, Jackson, MS. Master’s Program Family PsychMental Health NP
B. Certificate Training Programs/Facilities (Cheyenne Redd & Jill Callan)
1. Request for Initial Approval of a CNA-GNA Training Program
a. Laurelwood Healthcare Center
Open Session Agenda June 28, 2017
2. Request for Approval to Renew CNA/GNA Training Programs
a. Worchester Technical High School
b. Chesapeake College
c. Carroll County Technology Center
3. Request for Initial Approval of CNA-DT Training Program
a. Good Samaritan Hospital
4. Request for Approval of CNA Training Program-Clinical Facility
a. Genesis Healthcare-Waldorf Center
b. Cambridge Nursing Academy- Hillhaven Nursing & Rehabilitation Center
C. CNA Course Equivalency
1. Clemson University
2. La Salle University
3. Georgetown University
3. Discussion of Items Removed from Consent Agenda
4. Education (Dr. Patricia Kennedy)A. Survey Report, Community College of Baltimore County's RN and LPNprograms, March 1-3, 2017
B. Survey Report, Johns Hopkins University School of Nursing's Masters ofScience Entry into Nursing Practice (New Program), Mar Visit Date _
5. Practice
None
6. Licensure & Certification (Cheyenne Redd and Jill Callan)
Request to Change Clinical Hours- Howard Community College/Howard County Public Schools CNA Academy
Open Session Agenda June 28, 2017
7. Advanced Practice
None
8. Administrative and Legislative (Shirley Devaris)
A. Update on drafting regulations and revised Nurse Practice Act that will reflectthe changes in the NPA for 2017 legislation – FYI only, no documents.
B. NORDs - all submitted by June 20, 2017- FYI only, no documents.
C. New format for the Nurse Practice Act.
D. Report on Nurse Dispensing in Local Health Departments.
E. Senate bill 503 - Chapter 499 - 2017 Legislative Session
9. Direct Entry Midwives and Electrology – (Ann Tyminski)
None
10. Other
`MARYLAND BOARD OF NURSING GENERAL SESSION MINUTES
Location: Board of Nursing 4140 Patterson Avenue Baltimore, MD 21215
Date: May 24, 2017
Board Members Present Sabita Persaud, RN, PhD, Board President Cheryl Dover, RN Member Charles Neustadt, Consumer Member Emalie Gibbons Baker, APRN Member Gregory Raymond, RN Member Jocelyn Lyn-Kew, LPN Member Lorna House, RN Member Lois Rosedom-Boyd, Consumer Member Gary Hicks, RN Member Mary Wheaton, LPN Member Bonnie Oettinger, RN Member
Staff Present Richard Proctor, Interim Board Executive Director Sarah Pendley, AAG, Board Counsel Michael Conti, AAG, Board Counsel Cheryl Cooper, Manager Associate Brian Stallsmith, IT Elaine Cone, Director of Complaints and Investigations Keva Jackson-McCoy, Director of Discipline and Compliance Shirley A. Devaris, Director of Legislation Ann Tyminski, Administrator Cheyenne Redd, RN, Director of Licensure and Certification Dorothy Haynes, Director, Background Investigations Jill Callan, RN, Nurse Program Consultant Patricia Kennedy, PhD, RN, Director of Education
Item Comment/Action 1. Meeting calledto order at 9:04AM
Sabita Persaud called the meeting to order. Roll call taken and quorum was announced. Guests were welcomed and asked to introduce themselves and agency they were representing.
2. Consent Agenda A. Nurse Practitioner Programs (A. Tyminski)
B. Request for Approval to Renew CNA-GNA TrainingPrograms (C. Redd & J. Callan)
1. CNA-GNA Program Approval
a. Anne Arundel Community College
b. Queen Anne’s Public School
c. Vivian Thomas Medical Arts Academy
d. Spring Grove Hospital
2. CNA only Program Approval
a. Sollers Point Technical High School
3. CNA-DT Training Program
a. Western Maryland Regional Health Care System
4. Request for Approval for Change in Top KnowledgeCNA/GNA Training Program
5. Perpetual School of Nursing Assistant – Friends House
a. Perpetual School of Nursing Assistant
C. Request Approval of Nursing Course Equivalent for CNATraining
1. Drexel University
2. Hawaii Pacific University
3. Thomas Jefferson University
3. Discussion toremove any itemsfrom the consentagenda
None
4. Education A. Chesapeake College/McQueen Gibbs Willis Nursing ProgramMBON Survey Visit Report
B. Morgan State University, Department of Nursing requests Approvalof Program Consultant: Dr. Bonita Jenkins
C. Revised Annual Report
5. Practice None
6. Licensure andCertification
Certification and Licensure (C. Redd & J. Callan) Request for approval of Plan of Correction and Clinical Facility for Suitland High School
7. AdvancedPractice
None
8. Administrativeand Legislative
None
9 . Direct Entry Midwives and Electrology
A. Acceptable List of Continuing Education Providers
B. Electrology institution Recognition Application
10. Other Request appointment to the Nurse Dispensing Committee for Sheila Palmiotto.
Adjournment The meeting adjourned at 9:31 am
MARYLAND BOARD OF NURSINCSTATE OF MARYLAND 4140 PATTERSON AVENUE
BALTIMORE, MARYLAND 21215-2254
(4\ 0) 585-\900 (4\ 0) 358-3530 FAXBoar (4\0) 585-1978 AUTOMATED VERIFICATIONRSING
\-888-202-9861 TOLL FREE
2A MEMORANDUM
TO: Maryland Board of Nursing
FROM: Ann Tyminski, Administrator
DATE: June 28, 2017
RE: Approval of Nurse Practitioner School Programs
I. Rhode Island College, Providence, RI, Master's program Adult/Gerontology Acute Care NP
2. Northeastern University, Boston, MA, Master's program Adult/Gerontology Primary Care NP
3. Samuel Merritt University, Oakland, CA, Master 's program Family Nurse Practitioner
4. University of Mississippi, Jackson, MS, Master's program Family Psych Mental Health NP
M E M O R A N D U M
2.B1
FROM: Jill Callan, BSN, RN Nurse Program Consultant I Maryland Board of Nursing TO: The Board DATE: June 28, 2017 IN RE: Request for Initial Approval of a CNA-GNA Training Program The following Initial application has been reviewed and has satisfied all criteria as outlined in COMAR 10.39.02 for CNA/GNA Training Programs in the State of Maryland:
a. Laurelwood Healthcare Center
M E M O R A N D U M
2.B2
FROM: Jill Callan, BSN, RN Nurse Program Consultant I Maryland Board of Nursing TO: The Board DATE: June 28, 2017 IN RE: Request for Approval to Renew CNA-GNA Training Programs The following renewal applications have been reviewed and have satisfied all criteria as outlined in COMAR 10.39.02 for CNA/GNA Training Programs in the State of Maryland:
a. Worchester Technical High School
b. Chesapeake College
c. Carroll County Technology Center
M E M O R A N D U M
2B3 FROM: Jill Callan, BSN, RN
Nurse Program Consultant I Maryland Board of Nursing
TO: The Maryland Board of Nursing
DATE: June 28, 2017
IN RE: Request for Initial Approval to CNA-DT (Dialysis Tech.) Training Program
The following application has been reviewed and has satisfied all criteria as outlined in COMAR 10.39.02 for CNA-DT Training Programs in the State of Maryland.
a. Good Samaritan Hospital
M E M O R A N D U M
2.B.4.a
FROM: Cheyenne Redd, MSN, RN Director of Licensure & Certification Maryland Board of Nursing TO: The Board DATE: June 28, 2017 IN RE: Request for Approval of CNA Training Program-Clinical Facility The following clinical facility has been reviewed and have satisfied all requirements of COMAR 10.39.02 for CNA Training Programs-Clinical Facilities in the State of Maryland:
Genesis Healthcare is requesting the use of Genesis Waldorf Center, as an additional site for the clinical portion of their CNA/GNA training program. Genesis Waldorf Center is a skilled nursing home with one hundred and fifteen beds. This facility is a comprehensive care facility that offers short term rehabilitation, long term rehabilitation, respite and palliative care.
Genesis Waldorf Center employs Registered Nurses, Licensed Practical Nurses and Certified Medical Aides. This facility has seventeen registered nurses and nineteen licensed practical nurses. This facility also has thirty-three certified medicine aides.
Genesis Healthcare will maintain the 1:8 instructor/student ratio for this clinical
placement.
M E M O R A N D U M
2.B.4.b
FROM: Cheyenne Redd, MSN, RN Director of Licensure & Certification Maryland Board of Nursing
TO: The Board DATE: June 28, 2017 IN RE: Request for Approval of CNA Training Program-Clinical Facility
The following clinical facility has been reviewed and have satisfied all requirements of COMAR 10.39.02 for CNA Training Programs-Clinical Facilities in the State of Maryland:
Cambridge Nursing Academy is requesting the use of Hillhaven Nursing & Rehabilitation Center for the clinical portion of their CNA/GNA training program. Hillhaven Nursing & Rehabilitation Center is a skilled nursing home with ninety-seven beds. This facility is a comprehensive care facility that offers skilled nursing services, palliative care, hospice and respite care.
Hillhaven Nursing & Rehabilitation Center employs Registered Nurses, Licensed Practical Nurses, Geriatric Nursing Assistants and Certified Medicine Aides. This facility has thirty registered nurses and ten licensed practical nurses. This facility also has fifty-five geriatric nursing assistants and eight certified medicine aides.
Cambridge Nursing Academy will maintain the 1:8 instructor/student ratio for this clinical placement.
M E M O R A N D U M
2C.2
FROM: Cheyenne Redd, MSN, RN Director of Licensure & Certification Maryland Board of Nursing TO: The Board DATE: June 28, 2017 IN RE: Approval of Nursing Course Equivalent for CNA Training La Salle University is seeking approval of NUR 202 Health Assessment, NUR 203 Introduction to Professional Nursing, and NURS 205 Foundations of Professional Nursing Practice for students after Fall 2016 (new curriculum) as course equivalents for CNA training. La Salle University is also seeking approval of NUR 307 Foundation Nursing Practice and NUR 316 Care of Older Adults in Health and Illness after Fall 2016 (upper division curriculum) as course equivalents for CNA training. This portion of the Nursing Program meets the requirement that the Board has determined for a CNA Training Program. See Md. Health Occupations Code Ann. § 8-6A-05 and COMAR 10.39.02.05.07. NUR 202 Health Assessment is a three credit course with a total of two credits of theory/didactic instruction and one credit of lab instruction. In the course, students will develop a theoretical and practical base for to assess the health status of clients across the life span. Students gain knowledge of proper assessment skills of the healthy client.
NUR 203 Introduction to Professional Nursing is a four credit course with a total of three credits of theory/didactic instruction, one credit of clinical instruction, and zero credits lab instruction. This course allows students to gain an introduction to professional nursing by focusing on standards and guidelines as a basis for evidence-based practice. The nursing process is emphasized relative to the health promotion, disease prevention education and risk reduction.
NURS 205 Foundations of Professional Nursing Practice is a six credit course with a total of three credits of theory/didactic instruction, three credits of clinical instruction, and zero credits of lab instruction. This course builds on the knowledge from NUR 203. Students are able to successfully apply the nursing process in nursing plans of care for adult clients.
NUR 307 Foundation Nursing Practice is a six credit course with a total of forty-five contact hours of theory/didactic instruction, eighty-four contact hours of clinical instruction, and zero hours of lab instruction. In the course, students will be able to identify the health care needs of patients. Students care for patients in secondary and tertiary health care settings.
NUR 316 Care of Older Adults in Health and Illness is a five credit course with a total of
forty-five contact hours of theory/didactic instruction, eighty-four contact hours of clinical instruction, and zero hours of lab instruction. This course allows students to examine the impact of the illness process on adult and geriatric patients and their families. Nursing interventions that promote, maintain and restore health are emphasized.
Course Descriptions NUR 201: Pathophysiology 3 credits This course applies knowledge from basic science courses to explore conditions of disrupted homeostasis and related disease processes within the major body systems. Students develop an understanding of the signs and symptoms associated with selected pathophysiological disruptions and adaptive human responses to health threats across the lifespan as a basis for determining nursing care needs NUR 202: Health Assessment 3 credits This course focuses on the development of the theoretical and practical base necessary to assess the health status of clients across the life span and health care continuum. Students learn assessment of the healthy client. This course takes a holistic approach to the assessment of the physical, psychosocial, and spiritual needs of clients. NUR 203: Introduction to Professional Nursing Practice 4 credits In this course students examine professional values, standards, and guidelines as a basis for evidence-based nursing practice. Students apply the nursing process at a beginning level to clients in selected settings focusing on health promotion, risk reduction, and disease prevention education. NUR 204: Pharmacology 3 credits This course examines pharmacotherapeutic agents used in the treatment of illness and in the promotion, maintenance and restoration of health. Pharmacotherapeutic aspects of client care are introduced and supported by evidenced based findings to improve client care. Emphasis is on principles of safe administration of medications and patient education for major drug classifications. NUR 205: Foundations of Professional Nursing Practice 6 credits This course builds on the knowledge, skills, and values of professional nursing practice introduced in earlier courses. Students apply the nursing process in holistic plans of care for adult clients with the emphasis on health promotion and disease prevention strategies and QSEN competencies. NUR 331: Adult Health I: Care of the Client with Chronic Illness 7 credits This course focuses on the application of the nursing process to promote and restore health of chronically ill clients. Principles of rehabilitation and chronicity care are integrated into nursing care. Students increase their independence as a member of the nursing profession collaborating with the interprofessional team in a variety of settings. NUR 332: Introduction to Nursing Research and Evidence-based Practice 3 credits This course promotes an understanding of the essential elements of the research process as applied in the development, appraisal, and dissemination of evidence to support clinical nursing practice. Students identify a problem in the nursing or client system and conduct a scholarly inquiry of published empirical literature. Emphasis is placed on the critique of nursing research and the use of evidence as a basis for practice.
NUR 333: Family Nursing: Childbearing Families 4 credits This course focuses on the culturally competent, holistic, family-centered nursing care of the developing family unit. Students apply family and developmental theories to the care of childbearing families. Health promotion and health education are emphasized for diverse clients in a variety of settings. NUR 334: Genetics and Genomics 1 credit This course examines the influence of genetics and genomics on the continuum of health and illness for individuals and families across the life span. Through critical examination of exemplar cases, students explore the professional role and clinical competencies of the nurse in caring for clients facing the complex physiological, psychological, social, cultural, and ethical issues related to actual or potential genetic conditions. NUR 335: Family Nursing: Childrearing 4 credits This course focuses on culturally competent, holistic, family centered nursing care and application of the nursing process to promote and restore the health of children. Physiological and psychosocial alterations are explored from a systems perspective with special emphasis on the developmental and diverse needs of the infant, children and adolescents. The maintenance of health through the illness experience is emphasized with children and their families in secondary and tertiary settings. NUR 421: Psychiatric-Mental Health Nursing 4 credits This course examines theoretical principles and evidence-based practice standards employed in the holistic nursing care of diverse clients with psychiatric disorders. Students implement the nursing process in the context of client-centered, collaborative therapeutic interventions. The promotion of mental health and the restoration and maintenance of optimal health outcomes in clients with various psychiatric disorders are emphasized. NUR 423: Public Health Nursing 5 credits This course examines the various roles and essential competencies of the professional nurse in addressing population-focused and global public health issues. Students apply public health science, epidemiology, systems-level assessment, health policy development, and program planning in population based-nursing care. Strategies to promote health and prevent disease in diverse clients through collaborative efforts with multiple stakeholders are emphasized. NUR 424: Senior Seminar I: Synthesis of Clinical Concepts 1 credit This course provides students an opportunity to review, examine, and synthesize concepts integral to providing safe quality nursing care to clients with prevalent chronic diseases and health conditions. Students develop critical thinking skills and demonstrate clinical competency as they synthesize information from the basic sciences and prior nursing courses into comprehensive client-centered plans of care. NUR 425: Adult Health II: Care of the Client with Acute and Complex 7 credits
This course focuses on the application of the nursing process in the management of acute and complex health care needs of diverse adult clients. Students employ critical thinking and leadership skills to manage groups of acutely ill adult clients. Students gain confidence in role development as providers, designers, coordinators, and managers of client-centered care. NUR 417: Nursing Leadership and Management: Concepts and Practice 4 credits This course analyzes leadership roles and management functions of the professional nurse as provider and manager/coordinator of care for diverse clients within dynamic and complex healthcare delivery systems. Students practice decision-making skills and acquire leadership and management competencies to address nursing practice issues at an individual and organizational level. NUR 428: Senior Seminar II: Synthesis of Nursing Clinical Concepts 1 credit This course provides students with focused learning opportunities to review, examine, and synthesize theoretical and clinical knowledge from previous courses across the nursing curriculum. Through use of evidence-based assessments, students demonstrate mastery in the integration of clinical reasoning with professional role and clinical care concepts essential for the entry-level nurse to provide safe quality nursing care to diverse clients.
M E M O R A N D U M
2C.3
FROM: Cheyenne Redd, MSN, RN Director of Licensure & Certification Maryland Board of Nursing TO: The Board DATE: June 28, 2017 IN RE: Approval of Nursing Course Equivalent for CNA Training Georgetown University is seeking approval of NURS 450 Fundamentals Nursing Skills for Pre-Professional Master’s students as a course equivalent for CNA training. NURS 011 Health Assessment I, NURS 012 Health Assessment II, and NURS 015 Introduction to Nursing have already been approved for Traditional students. This portion of the Nursing Program meets the requirement that the Board has determined for a CNA Training Program. See Md. Health Occupations Code Ann. § 8-6A-05 and COMAR 10.39.02.05.07. NURS 450 Fundamentals Nursing Skills a three credit course with one credit of theory/didactic instruction and two credits of clinical/lab instruction. In the course, students will gain an introduction to professional nursing. Students are exposed to the fundamental skills required for professional nursing practice. Eighty four laboratory and clinical hours are spent inpatient setting.
GEORGETOWN UNIVERSITY School of Nursing and Health Studies
NURS 450 Course Syllabus
Course Number: NURS 450 Course Name: Fundamentals Nursing Skills Placement: Graduate Course Date/Time: Lecture, Mondays 12 pm -12:50 pm (STM Room 110)
Clinical/Lab, Section 01 Tuesdays, 7am -1pm Clinical/Lab, Section 02 Thursdays, 7am -1pm Clinical/Lab, Section 03 Tuesdays, 7am -1pm Clinical/Lab, Section 04 Thursdays, 7am -1pm Clinical/Lab, Section 05 Tuesdays, 7am - 1pm
Academic Semester: Fall 2016 Credits: 3 credits (1 Didactic, 2 Clinical/Laboratory) Course Requirement: Required Course Student Population: MS-CNL Co-Requisites: NURS 528 Health Assessment Faculty: Elizabeth Sloss, MSN, MBA-C, RN, CNL Course Coordinator Email: [email protected] Office Phone: (202)687-6381 Office Hours: Mondays 1-2 pm and by appointment Sara Bandish RN, MSN, CMSRN Clinical Instructor [email protected] Phone: (856)912-3751 Clinical/Lab, Section 04 Thursdays, 7am -1pm, GWUH - 3 South Clinical/Lab, Section 05 Tuesdays, 7am - 1pm, GWUH - 3 South Jennifer Botwin MSN, RN Clinical Instructor [email protected] Phone: (717) 471-4246
Clinical/Lab, Section 01 Tuesdays, 7am -1pm, MGUH - 6 Main Marlena Fisher, MSN, RN, CCRN, CNL Clinical Instructor [email protected] Clinical/Lab, Section 03 Tuesdays, 7am -1pm, MGUH - 4 Bles Elly Palmer, MSN, RN, CNL Clinical Instructor [email protected] Phone: (434) 825-7635 Clinical/Lab, Section 02 Thursdays, 7am -1pm, MGUH - 2 Bles Course Description: This clinical course introduces students to professional clinical practice through direct application of the nursing process. The course will introduce students to fundamental skills required for professional nursing practice, and focus on evidence-based practice and safety. Students will complete 84 laboratory and clinical hours in the inpatient setting where they will apply health assessment and basic nursing skills. Summary of Course Relevance to GU NHS Values-Based Model: This course allows students their first opportunity to apply the NHS Values-Based Model to the clinical setting. Using current evidenced-based practice, the students will embody the value of excellence as they develop their interpersonal and technical nursing skills necessary to carry out the nursing process. Course Objectives: At the completion of this course, the student will be able to: 1. Apply the nursing process to direct patient care. 2. Incorporate evidence-based practice in direct patient care. 3. Promote a safe practice environment at the microsystem level. 4. Evaluate patient and environment for hazards to promote prevention and early intervention. Required Textbooks/References: Taylor, C., Lillis, C., LeMone, P., & Lynn, P. (2015). Fundamentals of nursing: The art and science of nursing care (8th ed.). Philadelphia: Lippincott Williams & Wilkins. ISBN: 9781451185614 UCentral Application for iPhone/Android/iTouch/PDA for medication reference capability Recommended Textbooks: Gray-Morris, D.C. (2014). Calculate with confidence (6th ed.). St. Louis, MO: Mosby, Inc. ISBN: 9780323089319
Lynn, P. (2015). Taylor’s Clinical Nursing Skills: A nursing process approach (4th ed.). Philadelphia: Lippincott Williams & Wilkins. ISBN: 9781451192711 Content Outline: I. Nursing Process
a. Georgetown Model b. Values-based healthcare
II. Patient Confidentiality and HIPAA Standards III. Documentation and Reporting
a. Abbreviations b. Documentation of assessment findings
IV. Principles of Infection Control a. Standard precautions b. OSHA blood-borne pathogens/TB c. Asepsis and sterile technique (setting up a sterile field)
V. Client and Environmental Safety a. Safe patient handling and moving b. Ambulation c. Mobility interventions (including use of adaptive equipment) d. Falls management e. Restraints f. Special considerations for care of elderly patients
VI. Assisting with ADLs a. Supporting basic nutritional needs b. Assisting with elimination (urinary and bowel, as well as interventions such as
catheterization) c. Personal hygiene measures (assisting with personal hygiene, bed bath)
VII. Bedside Nursing Assessment a. Focused assessment b. Vital signs c. Glucose monitoring d. Monitoring fluid balance e. Collection of specimens and interpretation of results
VIII. Oxygenation a. Administration and basic respiratory support measures
IX. Skin/Wound Care a. Skin integrity, prevention and management of pressure ulcers b. Dressing changes
c. Application of heat/cold X. Medication Administration
a. Medication safety b. Methods of administration c. Calculating medication dosages d. Basics of parenteral therapies e. Administration of ID, SQ, and IM medications
Teaching Methodology:
Didactic/Presentation Problem-Based Learning Reflective Practice Role-Play Expressive Techniques Patient simulation Debating Distance Education Preceptorial Experience Web-Based Instruction Electronic Interaction Case-Study Review Seminary Discussion Other, Specify:
Teaching-learning activities include small group discussion and exercises, group meetings, audio-visual materials, Blackboard (Bb), laboratory practice, clinical experiences, and simulation exercises. After learning and practicing fundamental nursing skills in the laboratory setting, students will participate in the care of clients in the clinical setting. Evaluation:
Written Exam Oral Exams Clinical Performance Clinical Logs Lab Performance Nursing Care Plans Scholarly Paper Student Presentations Group Project Other, Specify:
The purpose of the evaluation is to ensure that students are able to integrate and apply course principles in real-life clinical and simulation situations. Additionally, evaluation allows the course and clinical faculty the opportunity to assess critical thinking as applied to nursing practice and the nursing process. Finally, students will develop leadership, presentation, and life-skills that facilitate success in the health care industry after graduation. Didactic: (5) Quizzes, (1) Group Presentation, (1) Medication Calculation Exam, (1) Medication Administration Exam Laboratory/Clinical: Clinical Performance, Lab Performance, (1) Care Log, (1) SBAR presentation and write-up, (2) SOAP notes, (2) Reflections and Lab Skills Assessment Check-Off (Bedside Assessment, Medication Administration, and Foley Catheter Insertion) Course Requirements/Grade Distribution:
Didactic 15%* Weekly Quizzes (6 total – Administered on Blackboard)
10%* Medication Calculation exam (grade awarded is based on 1st attempt; student will be required to retake exam until 100% is achieved)
10%* Medication Administration (Critical Thinking) exam (grade awarded is based on 1st attempt; student must retake exam until 80% is achieved)
15% Research/Best Practice Group Presentation
20%* Final Exam (Date/Time TBD)
Total 70%
Clinical/Lab 10% (1) Care Log (to be turned in to your clinical instructor)
5% (1) SBAR Write-Up and Presentation (SBAR presentation to clinical group and write-up turned in to your clinical instructor)
10% (2) SOAP Notes (must describe two different clinical situations and be turned in to your clinical instructor)
5% (2) Reflections (to be turned in to your clinical instructor)
Pass/Fail Lab Skills Assessment Check-Off on Medication Administration via PO, IM, SQ routes and Foley Catheter Placement
Credit/No Credit
Simulation Activity
Total 30%
Grading Policy: Failure to earn a weighted mean of at least 70.00% on the theory material (*) will result in a non-passing grade for the course. For a student earning less than 70.00% on the theory material, the final assigned letter grade will be the earned course grade not to exceed a C-. Only the items delineated with an * will be used in calculating the theory material weighted mean. There will be no rounding up in determining the final course grade. Please refer to the CNL Student Handbook.
Clinical Experience Grade: The clinical experience is “PASS” or “Non-Pass”, based on direct observation by clinical course faculty or staff preceptors, written clinical assignments, behavior in the clinical setting and other clinical assignments, as applicable. All students who receive a “Non-Pass” on their clinical performance grade will receive a final letter grade not to exceed a C (-) for the course. A final, Total, course grade of at least a C (70.00) must be obtained to pass the course. Students, who do not pass Bedside Nursing Assessment and/or Laboratory Skills Check-out, will be given one opportunity for retest (full or partial, as determined by course faculty). Any student who receives an unsatisfactory clinical performance report, fails the Laboratory Check-Out, fails the Bedside Nursing Assessment, or who demonstrates unethical behavior will receive a failing grade in this course. Grade Scale: A = 93-100 B = 83-86.99 C = 73-76.99 D = 60-66.99 A- = 90-92.99 B- = 80-82.99 C- = 70 – 72.99 F = <59.99 B+ = 87-89.99 C+ = 77-79.99 D+ = 67 – 69.9 Quizzes and Exams: All weekly quizzes will be administered online through Blackboard. Quizzes may be open book and open note but are individual assignments and may NOT be completed with peers. Students will only be able to access each weekly quiz one time and must complete the quiz in the allotted time. There will be a practice quiz available online for you to check for technical glitches and to see how the quizzes will format on your screens. Please note that there will be no make-up quizzes – failure to complete a quiz by the specified due date will result in a grade of zero. Students are expected to obtain a 100% on the Medication Calculation Exam and an 80% on the Medication Administration Critical Thinking Exam and must successfully complete the Medication Administration Skills Check-off prior to administering any medications within the clinical setting. The grade recorded in the grade book is the score achieved on the first attempt. If students are unsuccessful on the first and second attempt on either the Medication Calculation Exam or the Medication Administration Critical Thinking Exam the student will be required to complete remediation and must be approved to take the subsequent tests by the Course Coordinator or designee. Safe medication administration is an objective that must be met in order to pass the clinical portion of the course. Failure to pass the Medication Exams in a timely manner can jeopardize student success in meeting this objective and may result in course failure. A maximum of four Medication Calculation Exams will be administered; failure to pass will result in course failure.
ATI Testing: Completion of the Fundamentals ATI proctored exam is a program requirement. The ATI exam score is NOT used in calculating the 73% minimum theory exam requirement for students to pass this course. However, students are expected to achieve a level 2 proficiency on the Fundamentals ATI Exam. If the student does not achieve a Level I score, the examination must be retaken by the student under the supervision of the ATI program director, until a level 1 is achieved. A missed examination/quiz due to illness must be validated by a physician's note. The form of the alternate make-up examination may be oral, multiple completion and/or essay. Students are expected to notify the course coordinator within at least 24 hours before missing a scheduled examination, and the make-up examination must be completed the first day that the student is back in school. Late Assignment Policy: A penalty of 5 points per day (including weekends and holidays) will be applied to a late papers, class assignments, and laboratory/clinical assignments. Assignments will not be accepted if they are submitted 7 calendar days after the scheduled due date and a grade of zero will be assigned. Clinical and Laboratory Uniform/Dress Code: Click on, (http://nhs.georgetown.edu/students/academic_affairs.html), click on Current Students, Go to “Important Student Resources,” and click on “Uniform Requirements.” Clinical Health Clearances: Please go to the NHS website (http://nhs.georgetown.edu/students/academic_affairs.html), click on Current Students, Go to “Important Student Resources,” and click on “Clinical Health Clearances for Nursing Students.” Please see Melat Dereje, Program Administrator, phone: 202-687-7258 for questions regarding the clinical clearance system. It is expected that all NURS-450 students will receive their Health Clearance by the first day of laboratory. Attendance Policy: Students are required by accrediting agencies to complete a minimum number of hours in clinical rotations. For this reason there is strict adherence to the following policy on attendance during clinical. Notification of absence from clinical must be reported to the clinical faculty member ninety minutes or more before the start of the clinical day by e-mail and/or telephone. Student documentation of the reason for the absence must be provided to the course coordinator within 72 hours of the missed clinical day. The Honor Code Policy applies to these absences. If >16 hours of consecutive clinical absence is necessary, documentation of illness must be provided by
either physician’s note, nurse practitioner’s note, walk in clinic documentation or emergency department documentation if needed. The submitted documentation must also state when the student is medically cleared to return to clinical. Student Responsibilities: Students are required to be aware of academic policies as listed in the GU Graduate Bulletin and CNL Student Handbook, including passing score criteria. Students themselves are responsible for reviewing, understanding and abiding by the regulations, procedures and requirements as described in official publications of Georgetown University, the School of Nursing and Health Studies, and the Department of Nursing. In addition, students are required to adhere to regulations and guidelines from health care or community settings (in use as clinical sites); professional licensing boards; federal, state and local healthcare authorities; and professional nursing organizations. Students with questions or concerns should contact course faculty regarding this responsibility. If you have concerns about a grade you received, you must bring it to the attention of course faculty within 5 days of receiving the grade and feedback. Students are expected to be prepared for and attend class as scheduled. In this course, individual faculty will decide the use of technologies such as laptop computers, PDAs, cell phones, pagers, etc. Students shall adhere to the clinical guidelines for dress code. Refer to NHS Undergraduate Student Handbook for clinical clearance requirements. Deadlines and requirements by individual agencies are subject to change. Georgetown University Honor Code Statement: As signatories to the Georgetown University Honor Pledge, and indeed simply as good scholars and citizens, you are required to uphold academic honesty in all aspects of this course. You are expected to be familiar with the letter and spirit of the Standards of Conduct outlined in the Georgetown Honor System and on the Honor Council Website. As faculty, we too are obligated to uphold the Honor System and will report all suspected cases of academic dishonesty. Written work submitted by students for credit may be subject to a web-based, plagiarism detection service at the discretion of the faculty. Please be sure that you adhere to the current APA edition standards for attribution of cited works in your written assignments. These standards are described in the online course, “Scholarly Research and Academic Integrity Tutorial” which all entering students are required to complete. Americans with Disabilities Act Statement: If you have a disability or believe that you might, and would like to receive accommodations in my course, then you should contact the Academic Resource Center (ARC) at [email protected] to register as a student with a disability or for an evaluation referral.
The ARC is the campus office responsible for reviewing documentation provided by students with disabilities and for determining reasonable accommodations in accordance with the Americans with Disabilities Act (ADA) and Georgetown University policies. The ARC is located on the 3rd floor of the Leavey Center, Suite #335. You may access the ARC website at http://academicsupport.georgetown.edu/. Available Educational Resources: Services of the Georgetown University Academic Resource Center can be found online at http://academicsupport.georgetown.edu/academic/. The Writing Center provides one-on-one peer tutoring on improving your writing skills. You are encouraged to take your paper draft(s) to the Writing Center. Please visit http://writingcenter.georgetown.edu/ for more information. Religious Observances: Georgetown University promotes respect for all religions. Any student who is unable to attend classes or to participate in any examination, presentation, or assignment on a given day because of the observance of a major religious holiday or related travel shall remain responsible for all assigned work. Students should notify professor in writing at the beginning of the semester of religious observances that conflict with this class. The Office of the Provost, in consultation with Campus Ministry and the Registrar, will publish, before classes begin for a given term, a list of major religious holidays likely to affect Georgetown students. Policy for Professional Use of Electronic Devices The policy requirements herein are applicable to any academic setting (classroom, clinical setting and lab) where an electronic device is a required for academic purposes. Failure to comply with this policy violates professional standards and may result in clinical failure and/or other disciplinary action. The preferred platform for use of electronic device in lab/clinical is an iPod Touch or iPhone. (iPads are not currently permitted in the clinical setting) A. Electronic devices are intended only for clinical referencing, data collection, communication with a provider or faculty and point-of-care access to evidence based clinical information. B. Electronic devices may not be used for non-academic purposes while in the academic setting. C. The use of electronic devices must follow the clinical setting’s policy concerning electronic devices, including wireless connectivity. D. Course faculty may further define specific guidelines for the use of electronic devices in the academic setting. Legal Disclaimer: The course schedule and above policies and assignments in this course are subject to change in the event of extenuating circumstances or by mutual agreement between the instructor and the students.
1
STATE OF MARYLAND
4A Survey Report to the Maryland Board of Nursing for the
Community College of Baltimore County, School of Health Professions Nursing Program
7201 Rossville Boulevard, Baltimore, MD 21237
Date of Survey: March 1-3, 2017
Type of Programs Surveyed: Associate of Science Degree in Nursing & Practical Nursing
Certificate Programs
Enrollment on Survey Date: Total 533: Catonsville Campus—206
Catonsville online—6
Essex day—237
Essex evening—69
LPN to RN—15
Background/Overview:
The Community College of Baltimore County (CCBC) is seeking re-accreditation from the
Accreditation Commission for Education in Nursing (ACEN) for two entry level nursing
programs and approval from the Maryland Board of Nursing. Drs. Patricia Kennedy, Director of
Education and Sheila Green, Nurse Consultant I, participated in the survey process to assess
continued adherence to state regulatory requirements (COMAR 10.27.03.02/.04—.16C).
Findings:
The Community College of Baltimore County programs met COMAR 10.27.03.02.04—.16C, as
validated by onsite survey findings.
Recommendations to the Nursing Program:
• Continued three year approval for the RN and PN nursing programs with an interim report due in three-years, June 30, 2020 (COMAR 10.27.03.15 E, F (2)). Five years is the total maximum Board approval.
• The submission of 2015 and 2016 Annual Reports has been requested from the program administrator. This will bring the program into compliance with maintenance of annual Records and Reports (COMAR 10.27.03.06A(4)(b)).
TDD FOR DISABLED MARYLAND RELAY SERVICE 1-800-735-2258
MARYLAND BOARD OF NURSING
4140 PATTERSON AVENUE
BALTIMORE, MARYLAND 21215-2254
(410) 585-1900 (410) 358-3530 FAX
(410) 585-1978 AUTOMATED VERIFICATION
1-888-202-9861 TOLL FREE
2
Report of Survey of
Community College of Baltimore County (CCBC)
Associate of Science Degree in Nursing Program & Practical Nursing Certificate Program
to Maryland Board of Nursing for Continued Approval
Name and Address of Program: Community College of Baltimore County
School of Health Professions Nursing Program
7201 Rossville Boulevard
Baltimore, MD 21237
Date of Report: May 26, 2017
Date of Survey: March 1—3, 2017
Type of Program Surveyed: Associate of Science Degree in Nursing & Practical
Nursing Certificate Programs
Enrollment on Survey Date: Catonsville Campus/Day = 206
Catonsville/Online = 6
Essex/Day = 237
Essex/Evening = 69
LPN to RN = 15
Total = 533
Board of Nursing Representatives: Patricia Kennedy, EdD, RN
Director of Education
Sheila Green, PhD, RN, CNE
Nurse Program Consultant II
Visiting Accreditation Body: Accreditation Commission for Education in Nursing
(ACEN)
Background/Overview: The CCBC Nursing Program is seeking
reaccreditation for its established entry level nursing
plans of study: the associate of science degree and
the practical nursing certificate. The associate of
science degree plan of study has six nursing
admission options: Traditional Day Option;
Evening Weekend Option; Online Hybrid Option;
LPN to RN Transition Option; Paramedic to RN
Transition Option; and Associate to Bachelor’s
Option (ATB). CCBC has three campus locations of
3
operation: Essex (RN program); Catonsville (RN
program with Online Hybrid Admission Option at
this campus only); and Dundalk (PN certification
program). The MBON representatives participated
in the survey process to assess continued adherence
to state regulatory requirements for these entry level
plans of study.
.04 PHILOSOPHY AND OBJECTIVES:
The CCBC Nursing Program meets this regulatory requirement as evidenced by the following:
(A.1 to A.4): The nursing faculty are responsible for the development, implementation,
evaluation and revision of the philosophy, objectives and outcomes for the associate degree
nursing and practical nursing certificate plans of study. These findings were noted in Standards
1, 4 and 5 of the CCBC Nursing Program Self Study Report/January 2017. Further corroboration
of findings were noted in CCBC Faculty Minutes (2014 to 2016), the CCBC Faculty Manual
2016, the CCBC Student Policy Manual AY 2016-2017, and the Associate Degree Nursing
Program Student Policy and Information Manual/Spring 2017.
(B.1 to B.3): The nursing program’s philosophy, objectives and outcomes are congruent with
CCBC’s mission and values (CCBC Nursing Program Self Study Report/January 2017). A
comparison between the college’s mission and values and those noted in the CCBC nursing
curricula documents demonstrated mutual goals and outcomes that complemented both the
college and the nursing program. CCBC’s curriculum framework incorporates “…carefully
selected concepts, threads, and exemplars chosen by faculty for their relevance to contemporary
nursing practice” (CCBC Nursing Program Self Study Report/January 2017, p. 100). The
Concept Based Approach utilized by the CCBC Nursing Program is based on the works of Jean
Giddens. This model “…encourages the development of critical thinking, problem-solving,
clinical reasoning, and nursing judgment and incorporates nursing care principles (rather than
medical diagnoses) that can be applied to a wide variety of patient conditions (CCBC Nursing
Program Self Study Report/January 2017, p. 100).” The organizing framework concepts and
their relationship to student learning outcomes for the nursing plans of study were well
articulated and validated in the CCBC Nursing Program Self Study Report/January 2017.
(C.1 to C.4): The nursing program’s objectives and outcomes are clearly stated, measureable,
and attainable, as articulated in the CCBC Nursing Program Self Study Report/January 2017 and
in respective course syllabi reviewed by the MBON reviewers.
.05 ORGANIZATION AND ADMINISTRATION: The CCBC Nursing Program meets this regulatory requirement as evidenced by the following:
(A.1 to A.2): The Community College of Baltimore County (the controlling institution) is
accredited by Middle States Commission on Higher Education, with full accreditation status
through 2022. The College also meets Maryland Higher Education Commission (MHEC)
standards. The Community College of Baltimore County has a clearly articulated statement
offering equal educational opportunity for all students, as identified in the CCBC Nursing
4
Program Self Study Report/January 2017, the CCBC College Catalog 2016-2017, and the CCBC
Nursing Program website.
(B.1 to B.3): CCBC has clearly delineated organizational charts for academic and non-academic
requirements in the institution. The organizational chart includes the nursing program, its
reporting relationships, and lines of responsibility, communication and authority.
C.: The nursing program has comparable status with other academic units within the
Community College of Baltimore County, as identified through organizational charts and
through interviews with Dr. Sandra Kurtinitis, President/Community College of Baltimore
County, Dr. Mark McColloch, Vice President—Instruction/Community College of Baltimore
County, members of the executive college team, and the nursing faculty.
D.: The Community College of Baltimore County provides the financial support and resources
needed to operate the nursing program and to achieve the nursing program goals. The College
meets the legal and educational requirements of the Maryland Board of Nursing.
E.: The Community College of Baltimore County provides the financial resources that support
adequate facilities and equipment for the nursing program. The College employs administrative,
clerical, and instructional personnel that meet regulatory requirements of the Maryland Board of
Nursing and nursing education standards for practice.
F.: The Community College of Baltimore County employs Dr. Shawn McNamara, Nursing
Program Administrator and Dean of Instruction, School of Health Professions. He meets the
qualifications stated in COMAR 10.27.03.07.
G.: The Community College of Baltimore County provided, in writing to the Maryland Board of
Nursing, information regarding nursing program administrator changes, as required in COMAR
10.27.03.05. Dr. McNamara has served as Nursing Program Administrator since January 2009
and was promoted to Dean of Instruction for the School of Health Professions in January 2016.
.06 RECORDS AND REPORTS:
The CCBC Nursing Program meets this regulatory requirement as evidenced by the following:
(A.1): Current Records of Students: The CCBC Nursing Program maintains academic and
health records for each student. The academic records are kept in a double-locked file system
within the School of Health Professions/Nursing Administrative Office Suite. Student academic
files were reviewed and determined to be up-to-date in accordance with the student’s progression
status in the ADN & PN Certificate plans of study, respectively. These records included advisory
information and clinical evaluation tools (formative and summative), referencing student
progress. Health information is maintained by CastleBranch: a background screening and
compliance tracking company utilized by the CCBC Nursing Program
(https://www.castlebranch.com). This is a secured online site. Students are required to upload
and maintain currency of their health information to CastleBranch. Designated individuals within
the nursing administrative staff are authorized to access and manage the online information for
5
each student each semester. The respective Nursing Program Director is notified in the event
student/information issues arise to achieve resolution.
(A.2): Transcripts of Graduates: Following completion of the nursing program, graduate files
are kept in a secured location within the nursing program administrative offices. Transcripts of
graduates are maintained in the Office of the Registrar. The CCBC Nursing Program adheres to
the Record Retention Policy established by the College.
(A.3): Faculty Records: The CCBC Department of Human Resources maintains all faculty
hire/salary information. The CCBC Nursing Program maintains faculty information regarding
evaluations, current licensure, and transcripts credentialing, by way of example. All faculty
records and licensure are up-to-date and meet COMAR standards.
(A.4): Administrative Records: The CCBC Nursing Program maintains complete and timely
minutes of faculty meetings, annual reports of the program and up-to-date school bulletins.
Exception Note: The annual reports (RN & PN) for AY 2015 & 2016 have not been
submitted and are due by September 29, 2017 to insure up-to-date submission of these
required documents.
(A.5): Current Curriculum: The programs’ philosophy, course outlines, and student learning
outcomes are congruent with the level of learner. The onsite documents and the CCBC Nursing
Program Self Study Report/January 2017 revealed curriculum mapping consistent with the
outcomes and expectations for the ADN and PN certificate programs, respectively.
(A.6): Agreements with Cooperating Agencies: All agency contracts were reviewed and
demonstrated compliance with qualifications set forth in COMAR 10.27.03.06A (6).
(A.7): Master Plan of Evaluation: The CCBC Nursing Program has a clearly defined
systematic plan of evaluation for its respective plans of study. It includes definitions for each
program component, levels of responsibility, source documentation, frequency of assessment,
assessment method(s); results and data collection/analyses; and recommendations/actions
administered. This document encompasses a thorough evaluation of the program for the last
three years and its progress to-date. Student learning outcomes, program outcomes, role specific
graduate competencies and ACEN standards are elements that are reviewed and evaluated.
Student learning outcomes are reviewed and evaluated by full-time faculty teaching in the
program. This process of assessment and evaluation is in alignment with the college-wide
assessment process.
B. Records shall be safely stored to prevent loss, destruction, or unauthorized use. The
CCBC Nursing Program meets this requirement as mentioned in section A. (1).
C. The nursing program administrator shall submit an annual report to the Board on
forms provided by the Board. The CCBC Nursing Program has met this requirement, with the
exception of the current submissions for AY 2015 and 2016. Note: MBON records indicate
that the Annual Reports (RN & PN) for AY 2015 and 2016 have not been submitted and
6
are due by September 29, 2017 to the MBON, in care of Dr. Patricia Kennedy/Director of
Education, to insure up-to-date submissions of these required materials.
.07 NURSING PROGRAM ADMINISTRATOR:
The CCBC Nursing Program meets this regulatory requirement as evidenced by the following:
(A.1 & 2): Qualifications of the nursing program administrator. Dr. Shawn McNamara,
Nursing Program Administrator and Dean of Instruction for the School of Health Professions,
completed his bachelor’s degree in nursing (BSN) from Towson University in Towson,
Maryland; his master’s degree in nursing education from the University of Maryland in
Baltimore, Maryland; and his doctorate degree in education (EdD) from Walden University in
Minneapolis, Minnesota. Dr. McNamara is experientially qualified and meets governing
organization and state requirements to assume the role of nursing program administrator.
Dr. McNamara meets the requirements of the Community College of Baltimore County and the
Maryland Board of Nursing as he possesses over 32 years of nursing experience and 8 years of
administrative experience. He maintains a current registered nurse license in the state of
Maryland.
(B.1/2/3/4/5/6/7/8/9/10/11/12): Responsibilities. The CCBC Self Study/January 2017 indicated
that Dr. McNamara, as Nursing Program Administrator: “…has the authority and responsibility
for development and administration of the entire Nursing Program. Dr. McNamara reports
directly to the Vice President of Instruction and has total accountability for the program
including budget, curriculum, and program evaluation” (p. 26). This was also corroborated
through interviews with the CCBC President, Dr. Sandra Kurtinitis, and the CCBC Vice
President of Instruction, Dr. Mark McColloch.
Faculty, in collaboration with and under the direction of Dr. McNamara, participate in
recommendations for: faculty appointments; educational programs; preparation and
administration of the program budget. The CCBC Nursing Program Self Study Report/January
2017 and Faculty Meeting Minutes—2014-2016 provided supporting documentation that faculty
play a pivotal role in the formulation and implementation of all policies governing the nursing
program, including those relative to: student admission and progression; advanced standing;
transfer and articulation; withdrawal; reinstatement; evaluation; and graduation requirements.
Faculty, in collaboration with and under the direction of Dr. McNamara, participate in
determining the student/teacher ratio required to meet the objectives of each course and to define
the methods of instruction employed. The faculty are involved in determining the number and
qualifications of faculty required to meet programmatic requirements. The CCBC Nursing
Program has a faculty orientation program (college-wide and programmatically-based) and a
mentoring and development program, as noted in the CCBC Nursing Program Self Study
Report/January 2017 and the CCBC Faculty Manual 2016. The CCBC Nursing Program is
implemented in accordance with the Maryland Board of Nursing regulatory requirements.
7
.08 FACULTY AND CLINICAL INSTRUCTORS:
The CCBC Nursing Program meets this regulatory requirement as evidenced by the following:
A.(1) Qualifications of Nurse Faculty: Each of the full-time faculty records were reviewed, and
100% of the faculty met the qualifications set forth in COMAR 10.27.03.08A.
A.(2) & (3); B: The Waiver of Graduate Degree in Nursing Requirement for Nursing Faculty is
not applicable to the CCBC Nursing Program.
C.(1 & 2) Qualifications of Clinical Nurse Faculty: Each of the part-time faculty records were
reviewed, and 100% of the faculty met the qualifications set forth in COMAR
10.27.03.08C(1)(a)-(d) & (2). There is limited use of preceptored clinical experiences in the
CCBC Nursing Program. These experiences may only occur in the capstone nursing course:
NURN 236. No more than 6 to 12 qualified students participate in these pre-determined settings.
When preceptored clinical experiences occur, full time faculty have oversight of the experiences
and assigned students. There is a Senior Clinical Practicum Manual used with each practicum
experience which defines the roles, responsibilities and assignments of the participating students,
preceptors and faculty liaison personnel. The preceptors and clinical preceptorship design meet
the standards established in COMAR 10.27.03.13M. (1) (a-d) & (2) (a) (b) & (3).
D. Responsibilities:
D.(1): Faculty are responsible for curriculum development and implementation, program
evaluation, revisions to the educational program, course requirements, course management, and
technological advances. Faculty meeting minutes validated the involvement of the entire nursing
faculty. The faculty members are required to participate in college committees as well as nursing
committees. The nursing faculty have input in campus-wide initiatives in addition to the nursing
program’s plans. New faculty do not participate in committee activities during the first year of
employment with the CCBC Nursing Program.
D.(2): The faculty of the CCBC Nursing Program are dedicated to the admission, progression,
retention and graduation of students. The program has received grant awards through the
following initiatives: 1.) Maryland Higher Education Commission, Nurse Support Program II
Phases 5, 6, 8 [devoted to the “retention of nursing students, adapting clinical curriculum and
enrolling students in the Associate to Bachelors (ATB) program” (CCBC Nursing Program Self
Study Report/January 2017, p. 134)]; and 2.) Who Will Care [devoted to the goal of “doubling
the number of graduates from associate and baccalaureate nursing programs in Maryland (CCBC
Nursing Program Self Study Report/January 2017, p. 134)].
The faculty have a plan in place for systematic review and evaluation of the student learning
outcomes and role specific graduate competencies. Formative and summative evaluation
processes were well documented in the CCBC Nursing Program. According to the CCBC
Nursing Program Self Study Report/January 2017, “Theory exams that use NCLEX style
multiple choice and alternative format items from all levels of Bloom’s Taxonomy are the major
mode of summative evaluation in all nursing courses, comprising 70-75% of the final course
8
grade” (p. 120). There is an established Testing Policy in the Faculty Curriculum Guide 2016
utilized by all faculty to insure test-development consistency among courses in the established
curriculum. Clinical performance is reviewed and measured weekly (formative evaluation), at
midterm and final (summative evaluation). Students are aware of and participate in the
evaluation processes. The Clinical Evaluation Tool (CET) is designed to measure both formative
and summative evaluation processes.
The review of faculty records (full time and adjunct faculty) demonstrated evidence of
maintaining current clinical skills. Full time faculty maintained appropriate nursing licensure,
certifications and evidence of advanced degree completion. This information was incorporated in
their confidentially-maintained faculty files.
The full time faculty have an established plan which makes all course/learning materials
accessible to students. The College learning management system, BlackBoard®, provides an
effective means of communication to enrolled nursing students regarding all relevant course
materials. These materials are made available to the nursing students based on course and
program progression. If there is a need for significant changes in course materials, students are
notified in-person and through written correspondence.
The College articulates policies and procedures through online information access that is
available to all students. Academic Advisers are available to meet with prospective and pre-
nursing students. Faculty provide academic advisement and guidance to students officially
enrolled in the ADN and PN Certificate plans of study.
Faculty participate in the recruitment, selection and promotion of faculty, under the direction of
the Nursing Program Administrator, and in accordance with the policies and procedures of the
College.
Faculty participate in peer evaluations annually, under the direction of the respective Nursing
Program Director. Students have the opportunity to provide feedback to faculty, through the
established college-wide evaluation processes, each semester. The Course Coordinator gathers
the information and, in collaboration with the respective Nursing Program Director, provides an
overall explanation to the individual nursing faculty.
D(3): Clinical visits were conducted at MedStar Franklin Square Medical Center in the following
clinical areas:
Pediatrics (Trish Silva, Adjunct Faculty)—fourth semester students (five students were
present on the day of the site visit);
Tower 6/Concepts I—Adult Health (Elizabeth Malek, Adjunct Faculty)—first semester
students (six students were present on the day of the site visit);
Tower 4/Concepts I (Alessa Anderson, Adjunct Faculty/Alumni)—first semester students
(six students were present on the day of the site visit).
Each adjunct faculty member noted above provided insight into student clinical endeavors for
each of the respective units. The adjunct faculty determine patient assignments, based upon goals
and objectives that incorporate current classroom learning with patient care experiences. The
9
students receive their assignments on the respective clinical day and are expected to research the
assigned patient/family during the actual clinical experience.
There were facilities readily available to support pre and post-conference requirements on each
unit. Two students were interviewed on each unit. The students on the Pediatric unit indicated
that they enjoyed their clinical experiences and gained greater insight into the challenges of
nursing and the needs of children and their families. Students engaged in Concepts I (located on
Towers 4 and 6) indicated that they were in early phases of experiences on the respective units.
All students interviewed in the three clinical units found the nursing staff to be friendly and
helpful. Students articulated that they were always included in different unit-based activities that
enhanced their learning experiences. Students believed that their respective clinical instructors
were accessible, approachable and provided timely feedback relative to their clinical learning.
The students described their clinical evaluation experiences and articulated policies governing
formative and summative evaluation reviews with clinical faculty.
Two nurse managers were interviewed and provided positive feedback regarding the CCBC
Nursing Program and student relationships within the respective units. The nurse managers
indicated that they have positive working relationships with the CCBC Nursing Program. The
MedStar Franklin Square Medical Center has achieved magnet status and has a nurse residency
program.
.09 FACULTY POLICIES:
The CCBC Nursing Program meets this regulatory requirement as evidenced by the following:
A. & B.: The CCBC Faculty Handbook 2016 incorporates faculty personnel policies for full
time faculty. It includes information regarding faculty governance, teaching load and evaluation.
Nursing faculty follow established CCBC personnel policies. The CCBC Nursing Program has
recognized personnel policies governing teaching load and evaluation specific to the nursing
profession and in accordance with accreditation standards. These policies are approved by CCBC
in recognition of the inherent requirements for nursing education. The CCBC Nursing Program
has and utilizes its adjunct faculty handbook.
.10 FACULTY ORGANIZATION:
The CCBC Nursing program meets this regulatory requirement as evidenced by the following:
A—E.: The CCBC Nursing program is organized by sequential semesters. Full time faculty
participate in faculty meetings, curriculum meetings, program evaluation meetings, and student
progression/concerns (as indicated) meetings. Faculty actively participate in college-wide
committees. Manuals were reviewed which support these endeavors and showed deliberations
and actions instituted to address student and programmatic needs over a three year period.
.11 FACULTY DEVELOPMENT AND EVALUATION:
The CCBC Nursing Program meets this regulatory requirement as evidenced by the following:
A-C: Faculty orientation is mandatory for all new faculty. The CCBC Nursing program
requires new faculty to complete a college orientation and a nursing program orientation. Each
full/part time faculty member is oriented by a designated Course Coordinator. When new faculty
10
are in the clinical setting with the students, they have access to the Course Coordinator, as
needed. New full-time faculty are assigned mentors to assist them with curriculum
implementation and classroom instruction. Course policies, assignments, schedules and
expectations are presented and discussed to each new faculty member. Adjunct clinical faculty
are oriented to the clinical evaluation tools, grading and expectations for the students and faculty.
The Course Coordinator is responsible for the completion of the new faculty orientation, in
collaboration with the respective Nursing Program Directors.
A faculty meeting was held with the MBON and ACEN peer evaluators. Faculty indicated that
governance was very beneficial and there was faculty representation to the Faculty Senate. They
had representation on college-wide committees and identified these committees as effective.
Work load was comparable to that of other faculty campus-wide. A review of faculty records
provided supporting evidence regarding ongoing scholarly development.
Faculty evaluation is described in the Faculty Manual 2016 and performed by the respective
Nursing Program Directors, in collaboration with Course Coordinators, on an ongoing basis.
Evaluations were reviewed for full time faculty and adjunct faculty during the site visit.
Documents supported the policy for the faculty evaluation process.
.12 RESOURCES, FACILITIES AND SERVICES:
The CCBC Nursing Program meets this regulatory requirement as evidenced by the following:
A. Physical Facilities: A tour of the physical facilities was conducted at the Essex campus. The
physical facilities are adequate to meet the needs of the CCBC Nursing Program. Adequate
space is available for privacy of faculty-student conferences (on campus and in the clinical
settings). Classrooms, simulation and skills laboratories, and conference rooms were well-
equipped, spacious and readily available for student learning. Construction planning is underway
to support the growing needs of the School of Health Professions and the nursing program.
B. & C. Learning and Educational Support Resources: Learning resources, such as
BlackBoard®, tutorial centers, a fully operational library with technology supports, and faculty
development support are available for students and faculty, respectively. There is an orientation
extended to nursing students and faculty to insure familiarity with the use of on-campus and
online resources. Students and faculty can access services online and have remote access
assistance as needed. These resources are current, comprehensive and commiserate with other
academic areas on campus.
D. Clinical Facilities: A tour of the MedStar Franklin Square Center, a 364 bed acute
community teaching hospital, was conducted. This facility has magnet status as well as full
hospital accreditation through Joint Commission. It has sufficient registered nurses and support
personnel to ensure safe and continuous care of clients and who conform to current standards of
nursing practice.
11
E. Written Agreements: All agency written agreements were reviewed and meet this COMAR
standard.
.13 CURRICULUM: The CCBC Nursing Program meets this regulatory requirement as evidenced by the following:
A—D.: The CCBC nursing faculty maintain oversight for the established nursing curriculum.
The curriculum is logically defined and has a reasonable sequential flow with a clearly
articulated nursing philosophy, student and program outcomes (CCBC Nursing Program Self
Study Report/January 2017). The supporting documents complement the information described
in the self-study. The level of complexity in nursing practice is articulated in each course
syllabus and is sequentially-defined in accordance with student advancement in the two year
course of study. Student clinical experiences are designed to enhance didactic learning and are
offered concurrently within the sequentially-defined courses of study. Evaluation methods and
tools were reviewed and appear to support student learning and growth. Ratios of classroom to
clinical hours for each clinical nursing course were clearly articulated.
According to the CCBC Nursing Program Self Study Report/January 2017, “The CCBC
Curriculum Framework is composed of carefully selected concepts, threads, and exemplars
chosen by faculty for their relevance to contemporary nursing practice. It provides the structure
for the education of the entry level registered nurse, the nurse generalist” (p. 100). The
curriculum framework concepts and their relationship to student learning outcomes for the
nursing program are well articulated and validated through supporting documents, and identified
in the CCBC Nursing Program Self Study Report/January 2017. The curriculum plan, the
curriculum objectives, student and program outcomes appear appropriate to meet the
expectations of entry level associate degree graduates into professional nursing practice. Students
meet requirements for arts and humanities, social and behavioral sciences, biological and
physical sciences as a part of their pre-nursing course requirements. Similar findings were also
corroborated in support of the Practical Nurse Certificate plan of study.
.14 STUDENTS:
The CCBC Nursing Program meets this regulatory requirement as evidenced by the following:
A.-C.: The CCBC Nursing Program environment is one of inclusion and student-supported. The
MBON and ACEN peer evaluators met with nursing students during the site visit. There was
representation of student attendees enrolled among the four semesters of matriculation in the
program.
Students believed that the CCBC Nursing Program was positive, supportive, and student-
focused. Faculty were identified as accessible in person and by email, as needed to assist them
in learning endeavors. They felt they were updated on changes and were allowed to have input
within the nursing program. The students spoke positively about access to and use of
Supplemental Instruction (SI) to support their nursing educational needs. Access to campus-wide
services was not an issue for students. Several students had used campus-wide tutorial support
services and found them helpful to meeting their learning needs. Students spoke positively of the
12
support offered through the Admissions, Registration, International Student Services, Student
Development, and Financial Aid offices during pre-nursing and nursing program time periods.
CCBC student academic and appeals policies (college-wide information) were identified in the
CCBC College Catalog (2016-17). Program-specific policies governing the School of Health
Professions and the CCBC Nursing Program were identified in the ADN Student Policy and
Procedure Information Manual 2016-2017. This manual provided nursing students with
reference to the SHP Academic Review Board for grievance consideration. The SHP Academic
Review Board policies, procedures and forms are available for student access through the CCBC
Nursing Program Office should the need arise for academic grievance concerns (CCBC Nursing
Program Self Study January 2017).
A representative sample of student records was reviewed during the site visit. These student
records were complete and maintained in the CCBC Nursing Program Office under a double-
locked security system. When students leave the program through graduation or attrition, their
final records are maintained in a double-locked secured filing system within the CCBC Nursing
Program designated area.
.15 EVALUATION:
The CCBC Nursing Program meets this regulatory requirement as evidenced by the following:
A. & B.: The review of the CCBC Systematic Plan of Evaluation, CCBC Faculty Minutes
(2014-2016), CCBC Curriculum Minutes (2014-2016) and the faculty interview session were
incorporated to assess the development and implementation of the CCBC Nursing Program
evaluation processes. The plan included the six ACEN accreditation standards and are integrated
across elements of the nursing program. There was evidence of actions taken related to issues
identified in the CCBC Nursing Program evaluation processes.
C. The CCBC Nursing Program is meeting its objectives and outcomes and the changing needs
of nursing and society, based upon the review and findings established during the MBON site
visit completed March 1—3, 2017.
D.(1) & (2): The CCBC Systematic Plan of Evaluation incorporated recommendations for
programmatic revisions with an action plan for each criterion, as relevant, for future CCBC
Nursing Program direction.
13
.16 LICENSURE EXAMINATION PERFORMANCE
ADN NCLEX-RN® & NCLEX-PN® Pass Rates
Year RN MBON
REQUIRED
PASS RATE/RN
LPN MBON
Required
Pass
Rate/LPN
2016 80.80% 75.55% 93.75% 74.63%
2015 86.05% 74.28% 100% 73.14%
2014 90.94% 74.30% 100% 75.74%
2013 91.34% 78.33% 100% 76.06%
2012 92.48% 80.03% 97.06% 75.55%
RECOMMENDATIONS
1. Continued three year approval for the RN nursing program with an interim report
due in three-years (June 30, 2020) (COMAR 10.27.03.15 E, F (2)). Five years is the
total maximum Board approval.
2. Annual Reports (RN & PN) for AY 2015 & 2016 are due by September 29, 2017.
Submission is to be completed to Dr. Patricia Kennedy, Director of Education.
PROGRAM STRENGTHS:
● The CCBC Nursing Program is inclusive and very student-oriented.
● The CCBC nursing faculty are dedicated to the success of their students and foster faculty
team unity to insure educational continuity in the nursing program.
● The CCBC administration and faculty hold the nursing program in high regards and
support the educational experiences of matriculating students and the needs of the nursing
faculty.
● There are extensive faculty development resources available at CCBC. Financial support
is also available for faculty conferences and professional certifications.
● There are extensive student development and support resources available at CCBC (the
College). Supplemental Instruction (SI) offered in the CCBC Nursing Program is an
exemplar of excellence and provides significant support to student success in nursing
education.
14
● The CCBC Nursing Program encourages its eligible ADN students to enroll in
established Associate to Bachelors’ (ATB) programs offered in collaboration with
Towson University, Notre Dame of Maryland University, Frostburg State University, and
Stevenson University. Graduates who do not enroll in one of the established ATB
programs are encouraged to attend RN-BSN programs available through statewide
articulation agreements, in continuance of lifelong learning.
1
STATE OF MARYLAND
4B Survey Report to the Maryland Board of Nursing for the
Johns Hopkins University School of Nursing (JHUSON)
525 North Wolfe Street, Baltimore, MD 21205
Date of Survey: March 31, 2017
Type of Programs Surveyed: Master of Science in Nursing (MSN)/Entry into Nursing Practice
(New Program)
Enrollment on Survey Date: 420 students/full time
Background/Overview: The MBON site visit and attached survey report were completed as a
component of COMAR 10.27.03.18.D (1), and in preparation for full approval of the new
master’s entry level nursing program, i.e., the performance of the graduates on the licensure
examination (NCLEX-RN®) (COMAR 10.27.03.18D (2 & 3). The program has been in
operation for two years and the first class was graduated in May 2017. Drs. Patricia Kennedy,
Director of Education and Sheila Green, Nurse Consultant I, conducted the one-day survey.
Findings:
The Johns Hopkins University School of Nursing met COMAR 10.27.03.02.04—.14, as validated
by onsite survey findings. The information required to assess COMAR 10.27.03.15 & .16 are
pending. The program evaluation plan was approved by the Board with the JHUSON
initial program proposal presented in 2015. The 2015 and 2016 Briefs are included as FYI.
Recommendations to the Nursing Program:
Continued initial approval for the JHUSON/MSN Entry Level Program.
An interim report due in three years (COMAR 10.27.03.18 D (2 & 3)) with
updates of the program’s changes and progress.
(Report Date: June 30, 2020 for AY 2020)
TDD FOR DISABLED MARYLAND RELAY SERVICE 1-800-735-2258
MARYLAND BOARD OF NURSING
4140 PATTERSON AVENUE
BALTIMORE, MARYLAND 21215-2254
(410) 585-1900 (410) 358-3530 FAX
(410) 585-1978 AUTOMATED VERIFICATION
1-888-202-9861 TOLL FREE
2
Report of Survey of
Johns Hopkins University School of Nursing (JHUSON)
to Maryland Board of Nursing for New Program/Full Approval
Name and Address of Program: Johns Hopkins University School of Nursing
525 North Wolfe Street
Baltimore, Maryland 21205
Date of Report: June 8, 2017
Date of Survey: March 31, 2017
Type of Program Surveyed: Master of Science in Nursing (MSN): Entry into
Nursing Practice Program (New Program)
Enrollment on Survey Date: 420 students/full time
Board of Nursing Representatives: Patricia Kennedy, EdD, RN/Director of Education
Sheila Green, PhD, RN, CNE/Nurse Program
Consultant I
Visiting Accreditation Body: None
Background/Overview: The MBON site visit and survey report was
completed as a component of
COMAR 10.27.03.18.D (1), and in preparation for
full approval of the new master’s entry level nursing
program. The JHUSON MSN Entry Level Program
has been in operation for two years and the first
class will graduate in May 2017.
.04 PHILOSOPHY AND OBJECTIVES:
The JHUSON MSN Entry Level Program meets this regulatory requirement as evidenced by the
following:
1. The MBON approved JHUSON Application for New Program Approval of the Master of
Science in Nursing (MSN) (Entry into Practice) Program/April 17, 2015.
2. Corroborated findings were noted during the March 31, 2017 site visit conducted by
MBON representatives. The JHUSON MSN Entry Level Program has followed its
identified plans of study and program design, as identified in the April 17, 2015 JHUSON
proposal.
3
.05 ORGANIZATION AND ADMINISTRATION:
The JHUSON MSN Entry Level Program meets this regulatory requirement as evidenced by the
following:
1. The MBON approved JHUSON Application for New Program Approval of the Master of
Science in Nursing (MSN) (Entry into Practice) Program/April 17, 2015.
2. Corroborated findings were noted during the March 31, 2017 site visit conducted by
MBON representatives. The JHUSON MSN Entry Level Program has followed its
identified plans of study and program design, as identified in the April 17, 2015 JHUSON
proposal.
3. Patricia M. Davidson, PhD. Med, RN, FAAN/Dean and Professor; Marie T. Nolan, PhD,
RN, FAAN/Professor and Executive Vice Dean; and Kathleen M. White, PhD, RN,
NEA-BC, FAAN/Professor and MSN Program Director continue to provide oversight,
continuity and direction for the MSN Entry Level Program.
.06 RECORDS AND REPORTS:
The JHUSON MSN Entry Level Program meets this regulatory requirement as evidenced by the
following:
The MBON site visitors reviewed current student records and transcripts; faculty records;
administrative records (with exception of annual reports not currently required, in recognition of
new program development); current curriculum; agency agreements; and master plan of
evaluation (pending formal implementation following graduation, time for data
collection/trending and programmatic changes). All records and reports, to-date, met this
COMAR requirement.
.07 NURSING PROGRAM ADMINISTRATOR:
The JHUSON MSN Entry Level Program meets this regulatory requirement as evidenced by the
following:
No changes have occurred in nursing leadership since the inception and implementation of the
current program. The program has a very stable leadership team. The program meets this
COMAR requirement.
.08 FACULTY AND CLINICAL INSTRUCTORS:
The JHUSON MSN Entry Level Program meets this regulatory requirement as evidenced by the
following:
The MBON site visitors reviewed records for current faculty and clinical instructors.
.09 FACULTY POLICIES:
The JHUSON MSN Entry Level Program meets this regulatory requirement as evidenced by the
following:
The MBON site visitors reviewed records of programmatic policies governing students, faculty
and the program.
4
.10 FACULTY ORGANIZATION:
The JHUSON MSN Entry Level Program meets this regulatory requirement as evidenced by the
following:
The MBON site visitors reviewed faculty manuals and committee minutes.
.11 FACULTY DEVELOPMENT AND EVALUATION:
The JHUSON MSN Entry Level Program meets this regulatory requirement as evidenced by the
following:
The MBON site visitors review of faculty records.
.12 RESOURCES, FACILITIES AND SERVICES:
The JHUSON MSN Entry Level Program meets this regulatory requirement as evidenced by the
following:
The MBON site visitors conducted tours of the academic and clinical facilities, resources and
services and met with faculty, students and support personnel. Students and faculty spoke
positively about resources available for the academic experience.
.13 CURRICULUM:
The JHUSON MSN Entry Level Program meets this regulatory requirement as evidenced by the
following:
1. The MBON approved JHUSON Application for New Program Approval of the Master of
Science in Nursing (MSN) (Entry into Practice) Program/April 17, 2015.
2. Corroborated findings were noted during the March 31, 2017 site visit conducted by
MBON representatives. The JHUSON MSN Entry Level Program has followed its
identified plans of study and program design, as identified in the April 17, 2015 JHUSON
proposal.
.14 STUDENTS:
The JHUSON MSN Entry Level Program meets this regulatory requirement as evidenced by the
following:
The MBON site visitors interviewed students currently matriculating in semesters 1 through 4.
Semester 5 students (graduating students) were engaged in preceptorships and not available for
the student meeting. Students spoke very highly of the program. They articulated that they had
the support services necessary to be successful in the program. They had formal and informal
communication access with faculty and tutorial services. They believed that their educational
endeavors followed a sequential process that was meaningful to their learning experiences.
.15 EVALUATION (PENDING) The JHUSON MSN Entry Level Program has not had opportunity to-date to analyze program
outcomes. The program evaluation plan and outcomes are articulated in the MBON approved
5
JHUSON Application for New Program Approval of the Master of Science in Nursing (MSN)
(Entry into Practice) Program/April 17, 2015. It is anticipated that the evaluation of the total
nursing education program will occur over the next three (3) years.
.16 LICENSURE EXAMINATION PERFORMANCE (PENDING)
JHUSON/MSN Entry Level Program NCLEX-RN® Pass Rates
Year RN MBON REQUIRED
PASS RATE/RN
2017 PENDING PENDING
RECOMMENDATIONS
Continued initial approval for the JHUSON/MSN Entry Level Program.
An interim report due in three years (COMAR 10.27.03.18 D (2 & 3)) with
updates of the program’s changes and progress.
(Report Date: June 30, 2020 for AY 2020)
PROGRAM STRENGTHS:
The JHUSON/MSN Entry Level Program has:
1. Successfully initiated its program in accordance with the MBON approved April 2015
proposal.
2. Faculty and staff teams dedicated to the success of its students and the new program plan
of study.
3. A strong and dedicated administrative team. The program is positively supported by
Johns Hopkins University.
4. A logically and sequentially defined curriculum that supports master’s entry level
education for future nurses, in accordance with accepted standards of nursing practice.
5. A highly motivated student population dedicated to learning and implementing nursing
care to meet future needs in a global and diverse world community.
6
STATE OF MARYLAND
3C
*M E M O R A N D U M*
To: Maryland Board of Nursing
From: Patricia Kennedy, Director, Education and Examination
Re: Johns Hopkins University School of Nursing, MSN Entry into Practice New
Program
Date: April 28, 2015
The Johns Hopkins University School of Nursing is requesting the Maryland Board’s approval
for its entry into practice MSN program. The required letter of intent, proof of regional
accreditation and MHEC documents have been submitted (COMAR 10.27.03.18A(1)(a)-(c)).
The program is a five (5) semester Master’s level generalist program that provides a basic
nursing curriculum at the graduate level and prepares students for the National Council
Licensure Examination for Registered Nurses (NCLEX-RN)®. Each course objective is
associated with School of Nursing outcomes, and AACN’s Essentials of Baccalaureate
Education 2008, AACNs Essentials of Master Education 2011, and ANA and QSEN Standards.
The program admits students with baccalaureate or higher degrees in fields other than nursing
who have completed six prerequisite science and health courses: biostatistics, human growth and
development through the lifespan, nutrition, microbiology, and anatomy and physiology labs.
Graduates will receive knowledge and skills to deliver and direct care to patients with complex
conditions on interprofessional teams (includes physicians, pharmacists, physical therapists,
social workers, and advanced practice nurses) in a hospital, primary care, or community health
setting (COMAR 10.27.03.18A(1)(d)-(e)). Gradates enter practice as novice nurses equipped
with graduate level education in quality and safety, the application of research to practice, global
health, health systems management, ethics, and health policy.
Those graduates wishing to become advanced practice nurses will have access to seven courses
(five required and two which can be taken as electives) that meet the requirements for advanced
practice nursing established by the Advanced Practice Registered Nurse (APRN) Consensus
Work Group & the National Council of State Boards of Nursing APRN Advisory Committee.
Recommendation: Authorize Board staff to visit the entry level MSN program (COMAR
10.27.03.18B(2)(c)) before students are admitted (COMAR 10.17.03.18C(1)).
TDD FOR DISABLED MARYLAND RELAY SERVICE 1-800-735-2258
MARYLAND BOARD OF NURSING
4140 PATTERSON AVENUE
BALTIMORE, MARYLAND 21215-2254
(410) 585-1900 (410) 358-3530 FAX
(410) 585-1978 AUTOMATED VERIFICATION
1-888-202-9861 TOLL FREE
7
STATE OF MARYLAND
August 10, 2016
Marie T. Nolan, PhD, RN, FAAN
Professor and Executive Vice Dean
Johns Hopkins School of Nursing
525 North Wolfe Street
Baltimore, MD 21205
Dear Dr. Nolan:
At its July 27, 2016 meeting, the Maryland Board of Nursing approved without any questions,
extension of the initial approval for the Master’s of Science (Pre-licensure) Program until the
first class has graduated. Your petition went beyond Nurse Practice Act new program criteria
(COMAR 10.27.03.18A(1)-(4)). It clearly presented the fit among health professions, public
communities and the curriculum that included local, national and global foci as well as learning
to participate on inter-professional teams.
You, the faculty and University administration are to be commended on your forward thinking.
You have created win-win situations for all that are involved in delivering, participating in and
receiving healthcare.
Sincerely,
Patricia Kennedy, EdD, RN
Director of Education
TDD FOR DISABLED MARYLAND RELAY SERVICE 1-800-735-2258
MARYLAND BOARD OF NURSING
4140 PATTERSON AVENUE
BALTIMORE, MARYLAND 21215-2254
(410) 585-1900 (410) 358-3530 FAX
(410) 585-1978 AUTOMATED VERIFICATION
1-888-202-9861 TOLL FREE
8
M E M O R A N D U M
6
FROM: Cheyenne Redd, MSN, RN Director of Licensure & Certification Maryland Board of Nursing TO: The Board DATE: June 28, 2017 IN RE: Howard Community College/Howard County Public School CNA Academy-
Reduction in Clinical Hours Howard Community College/Howard County Public School CNA Academy is requesting approval for a reduction in clinical hours from 48 hours to 40 hours. Howard Community College/Howard County Public School CNA Academy remains in compliance with COMAR 10.39.02.07B:
B. Of the 100 hours, a minimum of:
(1) 60 hours shall be devoted to didactic instruction and classroom laboratory practice; and
(2) 40 hours shall be devoted to clinical training experiences in a clinical facility.
Howard Community College/Howard County Public School CNA Academy will maintain the same number of hours in didactic and lab instruction.
1
8. c. FROM: Shirley A. Devaris, RN, JD Director of Legislation Maryland Board of Nursing TO: The Board IN RE: Nurse Practice Act – New Format DATE: June 27, 2017 ___________________________________________________________________ The Board received a request from Division of State Documents to consider a new format for
printing the Nurse Practice Act because: • It has become more costly to print the bound volumes that we now have; • The Nurse Practice Act keeps expanding and the larger bound copies do not hold up
after continued use; • Division of State Documents can do the typesetting at a lower cost to keep up with
changes to the NPA; • Division of State documents would like to switch to a 3-ring binder on letter size paper;
and • The format for other regulations, including all of COMAR, are now published in a 3-ring
binder format, making it easy to insert changes. We met with Division of State Documents in April 2017 to discuss their proposal. This new
format will allow Division of State Documents to easily replace sections as they are amended. This will save having to replace the entire practice act with a new one after each legislative session. They can prepare inserts for sections and easily make changes without having to wait for printing a new edition. Their cost recently to re-order additional copies increased to the point where the cost is barely covered. The price will increase with future editions.
The cost of the new format is approximately the same.
Currently the book is sold for $32.00 at Division of State Documents. The 3-ring version without the binder will be about $28.00. The binder is an extra $12.00 but is reusable. Question for the Board: Do you want to switch to the new format?
1
8. d. FROM: Shirley A. Devaris, RN, JD Director of Legislation Maryland Board of Nursing TO: The Board IN RE: Nurse Dispensing Committee for dispensing in Local Health
Departments DATE: June 27, 2017 ___________________________________________________________________ • The Board was approached in 2014 and asked to revise a 2001 Board of Physicians
Declaratory ruling (R 01-1) entitled “Policy and Procedure for Registered Nurses dispensing prescriptions and over the counter drugs and devices in public health clinical practice settings”.
• The Board of Nursing has no authority to revise or draft a Board of Physicians Declaratory Ruling.
• After further investigation it was clear that the Declaratory Ruling regulated nursing practice and would be better as part of the Nurse Practice Act.
• The department agreed and legislation was introduced and passed in the 2015 legislative session (SB 626/HB 945) that gave authority to registered nurses to dispense medication and devices in local health departments (LHDs) in accordance with an approved formulary developed by the Nurse Dispensing committee. See § 8-512 of the Nurse Practice Act.
• A preliminary committee started work in April, 2015. • The formulary was developed and made final in December, 2016. • Part of the committee’s duties was to develop a new curriculum for teaching nurses how
to dispense. It became apparent that it would be best to hire a contractor to develop the curriculum. It took several months to develop a contract, find funding for the contract, and find a nurse to develop a curriculum.
• The committee contracted with a nurse in October, 2016. • The first draft curriculum proposal was reviewed in January, 2017, and on June 19,
2017, the final draft was approved for publication on-line. • It is expected that the new program will be on-line and ready for training LHD nurses by
October, 2017.
1
8. e. FROM: Shirley A. Devaris, RN, JD Director of Legislation Maryland Board of Nursing TO: The Board IN RE: Senate Bill 503 – Chapter 499 – 2017 legislative session DATE: June 27, 2017 ___________________________________________________________________ Senate Bill 503 was introduced by Senator Nathan-Pulliam and requires that all health occupation boards submit a report by January 1, 2018, that details efforts to educate individuals regulated by the Boards on reducing and eliminating health care disparities, improving health literacy, improving cultural and linguistic competency, and achieving the goal of racial and ethnic equity. Questions, should we:
1. Amend our regulations for faculty and course content to address these issues; and
2. Survey schools to find out if health care disparities are being addressed?
SENATE BILL 503 (7lr2874)
ENROLLED BILL Introduced by Senator Nathan–Pulliam
CHAPTER _499__
AN ACT concerning
Health Occupations Boards – Racial and Ethnic Health Disparities – Information Campaigns – Reporting
FOR the purpose of requiring each health occupations board established under the Health Occupations Article to report an update on the status of certain information campaigns designed certain efforts to educate certain
2
individuals regarding racial and ethnic health disparities to certain committees of the General Assembly on or before a certain date; providing for the termination of this Act; and generally relating to racial and ethnic health disparities. SECTION 1. BE IT ENACTED BY THE GENERAL ASSEMBLY OF MARYLAND, That, on or before January 1, 2018, each health occupations board established under the Health Occupations Article shall report, in accordance with § 2–1246 of the State Government Article, to the Senate Education, Health, and Environmental Affairs Committee and the House Government Operations Committee an update on the status of information campaigns and other outreach efforts designed to educate individuals regulated under the health occupations board regarding:
(1) reducing and eliminating racial and ethnic health disparities;
(2) improving health literacy;
(3) improving cultural and linguistic competency; and
(4) achieving the goal of racial and ethnic health equity.
SECTION 2. AND BE IT FURTHER ENACTED, That this Act shall take effect June 1, 2017. It shall remain effective for a period of 1 year and, at the end of May 31, 2018, with no further action required by the General Assembly, this Act shall be abrogated and of no further force and effect.