self-study report for the national league for nursing
TRANSCRIPT
Self-Study Report For the National League for Nursing Accrediting Commission
Fall 2009
Prepared By the Director and Faculty of the Associate of Applied Science Degree Nursing Program
Phillips Community College of the University of Arkansas
Helena-West Helena, Arkansas-Main Campus DeWitt, Arkansas-Distance Campus
Stuttgart, Arkansas, Distance Campus
Based on the National League for Nursing Accrediting Commission Accreditation Manual:
Assuring Quality for the Future of Nursing Education, 2008
i
TABLE OF CONTENTS
General Information ------------------------------------------------------------------------------------------ 1
History and Description of the Governing Organization ------------------------------------------------ 3
History of the Associate Degree Nursing Program ------------------------------------------------------ 4
History of Accreditation -------------------------------------------------------------------------------------- 5
Community Settings ------------------------------------------------------------------------------------------ 5
Students -------------------------------------------------------------------------------------------------------- 7
Faculty ---------------------------------------------------------------------------------------------------------- 8
Summary of Standards and Criteria ----------------------------------------------------------------------- 8
Analysis of Strengths and Opportunities for Development --------------------------------------------- 19
Section II: Standards I through V
Standard I: Mission and Administrative Capacity
Criterion 1.1 The mission/philosophy and outcomes of the nursing education
unit are congruent with those of the governing organization. --------------------- 21
Criterion 1.2 The governing organization and nursing education unit ensure
representation of students, faculty, and administrators in
ongoing governance activities. ---------------------------------------------------------- 24
Criterion 1.3: Communities of interest have input into the program processes
and decision-making. -------------------------------------------------------------------- 30
Criterion 1.4: Partnerships exist that promote excellence in nursing education, enhance
the profession, and benefit the community. ----------------------------------------- 32
Criterion 1.5: The nursing education unit is administered by a nurse who
holds a graduate degree with a major in nursing. ------------------------------------ 35
Criterion 1.6: The nurse administrator has authority and responsibility for the
development and administration of the program and has adequate time
and resources to fulfill the role responsibilities. -------------------------------------- 36 time and resources to fulfill the role responsibilities. 2
Criterion 1.7: With faculty input the nurse administrator has the authority to
prepare and administer the program budget and advocates for
equity within the unit and among other units of the governing
organization. -------------------------------------------------------------------------------- 37
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Criterion 1.8: Policies of the nursing education unit are comprehensive, provide for the
welfare of faculty and staff, and are consistent with those of the
governing organization; differences are justified by the goals and
outcomes of the nursing education unit. ---------------------------------------------- 38
Criterion 1.9: Records reflect that program complaints and grievances receive due
process and include evidence of resolution. -------------------------------------------- 39
Criterion 1.10:Distance education, as defined by the nursing education unit, is congruent
with the mission of the governing organization and the
mission/philosophy of the nursing education unit. ---------------------------------- 41
Standard II: Faculty and Staff
Criterion 2.1: Full-time faculty is credentialed with a minimum of a master’s degree with
a major in nursing and maintain expertise in their areas of responsibility. ------- 44
2.1.1: The majority of part-time faculty are credentialed with a minimum of a
master’s degree with a major in nursing; the remaining part-time faculty
hold a minimum of a baccalaureate degree with a major in nursing. ------------- 46
2.1.2: Rationale is provided for utilization of faculty who do not meet the
minimum credential. ----------------------------------------------------------------------- 46
Criterion 2.2: Faculty (full- and part-time) credentials meet governing organization and
state requirements. ------------------------------------------------------------------------ 47
Criterion 2.3: Credentials of practice laboratory personnel are commensurate with their
level of responsibilities. -------------------------------------------------------------------- 49
Criterion 2.4: The number and utilization of faculty (full- and part-time) ensure that
program outcomes are achieved. -------------------------------------------------------- 49
Criterion 2.5: Faculty (full- and part-time) performance reflects scholarship and
evidence-based teaching and clinical practices. ---------------------------------------- 56
Criterion 2.6: The number, utilization, and credentials of non-nurse faculty and staff are
sufficient to achieve the program goals and outcomes. ----------------------------- 61
Criterion 2.7: Faculty (full- and part-time) are oriented to and mentored in their areas
of responsibilities. --------------------------------------------------------------------------- 63
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Criterion 2.8: Systematic assessment of faculty (full-and part-time) performance
demonstrates competencies that are consistent with program goals and
outcomes. ----------------------------------------------------------------------------------- 64
Criterion 2.9: Non-nurse faculty and staff performance is regularly reviewed in
accordance with the policies of the governing organization. ------------------------- 66
Criterion 2.10:Faculty (full- and part-time) engage in ongoing development and
receive support in distance education modalities including instructional
methods and evaluation. ------------------------------------------------------------------ 67
Standard III: Students
Criterion 3.1: Student policies of the nursing education unit are congruent with those of
the governing organization, publicly accessible, nondiscriminatory, and
consistently applied; differences are justified by the goals and outcomes
of the nursing education unit. ------------------------------------------------------------- 69
Criterion 3.2: Student services are commensurate with the needs of students pursuing
or completing the associate degree program, including those receiving
instruction using alternative methods of delivery. ------------------------------------ 73
Criterion 3.3: Student educational and financial records are in compliance with the
policies of the governing organization and state and federal guidelines. --------- 76
Criterion 3.4: Compliance with Higher Education Reauthorization Act Title IV eligibility
and certification requirements is maintained. ----------------------------------------- 78
3.4.1: A written, comprehensive student loan repayment program addressing
student loan information, counseling, monitoring, and cooperation with
lenders is available. ------------------------------------------------------------------------ 78
3.4.2: Students are informed of their ethical responsibilities regarding financial
assistance. ----------------------------------------------------------------------------------- 79
Criterion 3.5: Integrity and consistency exist for all information intended to inform the
public, including program’s accreditation status and NLNAC contact
information. -------------------------------------------------------------------------------- 79
Criterion 3.6: Changes in policies, procedures, and program information are clearly and
consistently communicated to students in a timely manner. ----------------------- 80
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Criterion 3.7: Orientation to technology is provided and technological support is available to students, including those receiving instruction via
alternative methods of delivery. -------------------------------------------------------- 81
Criterion 3.8: Information related to technology requirements and policies specific to
distance education is clear, accurate, consistent, and accessible. ---------------- 83
Standard IV: Curriculum
Criterion 4.1: The curriculum incorporates established professional standards,
guidelines, and competencies, and has clearly articulated student
learning and program outcomes. ------------------------------------------------------ 84
Criterion 4.2: The curriculum is developed by the faculty and regularly reviewed
for rigor and currency. ------------------------------------------------------------------- 88
Criterion 4.3: The student learning outcomes are used to organize the curriculum,
guide the delivery of instruction, direct learning activities, and evaluate
student progress. ------------------------------------------------------------------------- 90
Criterion 4.4: The curriculum includes cultural, ethnic, and socially diverse concepts
and may also include experiences from regional, national, and global
perspectives. ---------------------------------------------------------------------------- 111
Criterion 4.5: Evaluation methodologies are varied, reflect established professional and
practice competencies, and measure achievement of student learning
and program outcomes. --------------------------------------------------------------- 113
Criterion 4.6: The curriculum and instructional processes reflect educational theory,
interdisciplinary collaboration, research, and best practice standards
while allowing innovation, flexibility, and technological advances. ------------ 119
Criterion 4.7: Program length is congruent with attainment of identified outcomes and
consistent with the policies of the governing organization, state and
national standards, and best practices. --------------------------------------------- 121
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Criterion 4.8: Practice learning environments are appropriate for student learning and
support the achievement of student learning and program outcomes;
current written agreements specify expectations for all parties and
ensure the protection of students. -------------------------------------------------- 123
4.8.1: Student clinical experiences reflect current best practices and nationally
established patient health and safety goals. ---------------------------------------- 125
Criterion 4.9: Learning activities, instructional materials, and evaluation methods are
appropriate for the delivery format and consistent with student learning
outcomes. -------------------------------------------------------------------------------- 126
Standard V: Resources
Criterion 5.1: Fiscal Resources are sufficient to ensure the achievement of the
nursing education unit outcomes and commensurate with the
resources of the governing organization. ------------------------------------------- 129
Criterion 5.2: Physical resources (Classrooms, laboratories, offices, etc.) are sufficient
to ensure the achievement of the nursing education unit outcomes and
meet the needs of faculty, staff, and students. ------------------------------------ 134
Criterion 5.3: Learning resources and technology are selected by faculty and are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery. -------------------------------- 137
Criterion 5.4: Fiscal, physical, technological, and learning resources are sufficient to
meet the needs of faculty and students and students achieve learning
outcomes. -------------------------------------------------------------------------------- 142
Section III
Standard VI Outcomes
Criterion 6.1: The systematic plan for evaluation emphasizes the ongoing assessment
and evaluation of the student learning and program outcomes of the
nursing education unit and NLNAC standards. ------------------------------------- 151
Criterion 6.2: Aggregated evaluation findings inform program decision-making
and are used to maintain or improve student learning outcomes. ------------- 153
Criterion 6.3: Evaluation findings are shared with communities of interest. ------------------- 155
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Criterion 6.4: Graduates demonstrate achievement of competencies appropriate to
role preparation. ------------------------------------------------------------------------ 156
Criterion 6.5: The program demonstrates evidence of achievement in meeting the
following program outcomes:
Performance on licensure exam ----------------------------------------- 162 Program completion ------------------------------------------------------- 162 Program satisfaction ------------------------------------------------------- 162 Job placement. -------------------------------------------------------------- 162
6.5.1: The licensure exam pass rates will be at or above the national mean -------- 162
6.5.2: Expected levels of achievement for program completion are determined
by the faculty and reflect program demographics, academic
progression, and program history. ------------------------------------------------ 164
6.5.3: Program satisfaction measures (qualitative and quantitative) address
graduates and their employers. ------------------------------------------------------ 172
6.5.4: Job placement rates are addressed through quantified measures that
reflect program demographics and history. ---------------------------------------- 174
Criterion 6.6: The systematic plan for evaluation encompasses students enrolled in
distance education and includes evidence that student learning and
program outcomes are comparable for all students. ---------------------------- 175
Section IV
Appendix A -------------------------------------------------------------------------------------------------- 176
Appendix B -------------------------------------------------------------------------------------------------- 180
Appendix C -------------------------------------------------------------------------------------------------- 182
Appendix D ------------------------------------------------------------------------------------------------- 184
Appendix E -------------------------------------------------------------------------------------------------- 186
Appendix F --------------------------------------------------------------------------------------------------- 188
Appendix G -------------------------------------------------------------------------------------------------- 190
Appendix H -------------------------------------------------------------------------------------------------- 192
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Appendix I --------------------------------------------------------------------------------------------------- 194
Appendix J --------------------------------------------------------------------------------------------------- 196
Appendix K -------------------------------------------------------------------------------------------------- 198
Section One Executive Summary
1
General Information
Program Type:
NLNAC Associate Degree Nursing Program
Purpose
Site Visit for Continued Accreditation
Date of Visit:
October 12-15, 2009
Name Address and Telephone Number of the Parent Institution:
Phillips Community College of the University of Arkansas PO Box 785 Helena-West Helena, AR 72342 870-338 6474 Name, Credentials, and Title of Chief Executive Officer of Parent Institution
Steven F. Murray, Ed. D., Chancellor
Regional Accrediting Body and Accreditation Status
North Central Association of Colleges and Schools Year of Last Comprehensive Evaluation, 2004-2005 Progress Report, February 18, 2008 Year for Next Comprehensive Evaluation, 2014-2015 Name and Address of Nursing Unit:
Phillips Community College of the University of Arkansas
PO Box 785
Helena-West Helena, AR 72342 Phone: 870-338-6474
Administrator of the Nursing Unit
Amy Hudson, RN, MSN
Dean of Allied Health and Director of the Associate Degree Nursing Program
Phone 870-338-6474, extension 1371
Fax 870-338-7542
2
Name of the State Board of Nursing:
Arkansas State Board of Nursing
University Tower Building
1123 South University Avenue, Suite 800
Little Rock, AR 72204 Phone: 501-686-2700
Type and Date of Most Recent Approval by Arkansas State Board of Nursing:
September 13, 2007-Continued Full Approval until 2012
NLNAC Accreditation
Current Status: Full Continuing Accreditation for 8 Years
Date of Review:
February 27, 2002
Actions
National League for Nursing Accrediting Commission Approved the Associate
Degree Nursing Program for Continuing Accreditation and Scheduled the Next
Visit for Fall 2009
Year Nursing Program was Established
1968
Number of Full-Time and Part-time Faculty
HWH Full-Time 7 Part-Time 1
DeWitt Full-Time 1 Part-Time 0
Stuttgart Full-Time 1 Part-Time 0
Enrollment in Academic Term Preceding Site Visit
66
Length of Program
2 years
NLNAC Accreditation Standards and Criteria:
National League for Nursing Accrediting Commission Accreditation Manual: Assuring Quality for the Future of Nursing Education, 2008
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History and Description of the Governing Organization
Phillips County Community College (PCCC) was established in 1965 through Act
560 of the Arkansas Legislature and an affirmative vote that same year by Phillips
County residents to provide financial support for the college. The first class was
admitted to the Helena-West Helena (HWH) campus in September of 1966. Since its
inception, the college has increased its curriculum and facilities, recruiting students from
surrounding counties in Arkansas and Mississippi. In March of 1996, Arkansas County
was annexed into the PCCC taxing district by referendum. The Board of Trustees
changed the name of the college to Phillips Community College (PCC) to recognize multi-
county support. At the same time, plans were being made to send off-campus programs
to Stuttgart. In June of 1996, Rice Belt Technical Institute in DeWitt, AR was
transferred by the state to PCC. On July 1st of that same year, PCC joined the University
of Arkansas System. Thus, the name of the college was changed to Phillips Community
College of the University of Arkansas to denote this relationship.
The main campus in HWH includes the Fine Arts Center and Lily Peter
Auditorium, the Easley Administration, Nursing/Mitchell Science Annex, Lewis Library,
Arts and Sciences, Gymnasium/Fitness Center, Bonner Student Center, Adult Education,
Maintenance, and Industrial Education buildings. These facilities serve students and
have the technical capabilities to allow educational as well as technical programs and
courses to be sent via online or compressed interactive video (CIV) instruction to
distance sites. The college’s historic Pillow Thompson House is located a short distance
from the main campus and is used for college and community activities.
Shortly after acquisition, the DeWitt campus facility was renovated to double the
floor space. This facility currently houses traditional and distance learning classrooms,
computer labs, a library, and student center. The National Guard Armory in DeWitt
houses the agricultural program.
The Stuttgart campus facility houses traditional and distance learning
classrooms, science and computer labs, a library, and student center. In 2003, the
college entered into a long-term lease agreement with Grand Prairie War Memorial
Auditorium Board to use the auditorium as a technical training center. In May of 2008,
this structure was severely damaged by a tornado. The building is currently being
repaired. Recently, the Stuttgart Council of the Phillips College Foundation raised monies
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to build a Grand Prairie Center which will be located on the Stuttgart campus. This
center will host college and community events.
Full- and part-time enrollment on all three campuses in the fall of 2008 was
approximately 2,400 students. The college is an open-door, nonresidential, public
institution offering academic, occupational/technical, community service, and continuing
education programs reflecting the needs of the communities served.
History of the Associate Degree Nursing Program
The Associate Degree Nursing Program (ADNP) graduated its first nursing class
in May of 1970 and subsequently has produced over 1000 graduates. The program
originally was housed in a small building (5,488 square feet) off the gymnasium parking
lot. In 1976, the current facility, a 16,750 square foot building, was centrally located on
the HWH campus.
After its inception, the nursing department was independent of other
departments on campus. A departmental director, who reported to the Dean of
Occupational Education, provided leadership for the ADNP. In 1988, the college
structure was changed, and the Division of Allied Health was created which included the
ADNP. Accordingly, the Director of the ADNP also became the Associate Dean of Allied
Health. In 1996, after the addition of two distance campuses, the Associate Dean of
Allied Health became the Dean of Allied Health and assumed ultimate responsibilities for
all allied health programs on all three campuses.
In 1998, with approval from the Arkansas State Board of Nursing (ASBN), a
distance site ADNP was established on the DeWitt campus and functions under the
auspices of the HWH ADNP. Except for science courses, all required general education
support courses and required nursing courses were offered on the DeWitt campus.
General education courses including science courses are offered on the Stuttgart
campus to equalize course offerings on the two Arkansas County campuses. The theory
component of required nursing courses is offered by compressed interactive video (CIV)
from HWH to the DeWitt campus. A full-time nursing faculty on the DeWitt campus
provides clinical instruction. The graduating class of 2000 was the first class to include
graduates from the HWH and DeWitt campuses combined. A new cohort is admitted
every even year to the DeWitt campus.
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After approval from ASBN and informing the National League for Nursing
Accreditation Committee (NLNAC), a distance site ADNP was also established on the
Stuttgart campus. This distance program also functions under the auspices of the HWH
ADNP. HWH faculty provide theory nursing course content via CIV, and one full-time
(FT) nursing faculty on the Stuttgart campus is responsible for clinical instruction. A
new cohort is admitted to the Stuttgart campus every odd year. Admission of the first
cohort is projected for August of 2009.
History of Accreditation
In 1986, the ADNP received initial accreditation from the National League for
Nursing. The Board of Review made four recommendations and requested submission of
a progress report in 1988. After reviewing the report, the board commended the faculty
on meeting three of the four recommendations. The one unmet recommendation was
related to educational preparation of the faculty. At that time, four faculty members
were enrolled in a program to earn a master’s degree in nursing.
The Board of Review granted continuing accreditation in 1994 with a progress
report in 1995 to demonstrate congruency of college’s mission and outcomes with ADNP
philosophy and program outcomes; a description in the program philosophy concerning
the roles of member of the discipline and manager of care; the number of total required
credit hours to complete the program falls within 60 to 72 credits; all nursing faculty are
academically qualified by having a graduate degree with a major in nursing; and
minutes reflect documentation verifying implementation of the Systematic Plan for
Evaluation (SPE). After submitting the report, the board noted progress made in fulfilling
the recommendations to rectify unmet criteria. Shortly thereafter, the board sent a
congratulatory letter to the dean commending the entire faculty for obtaining graduate
degrees with a major in nursing.
NLNAC approved the ADNP for continuing accreditation in March of 2002 with
the next scheduled evaluation visit for fall 2009. The commission affirmed university
administration and community support as well as the faculty as patterns of strength and
cited published documents as a pattern of concern.
Community Settings
Helena-West Helena is the county seat of Phillips County, which is located on the
west bank of the Mississippi River approximately 60 miles south of Memphis, Tennessee,
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and 120 miles east of the capitol of Arkansas, Little Rock. Although the state’s
population has slightly increased since the 2000 census, Phillips County is experiencing
outward migration of population. The population is 36.8% white and 61.4% black (US
Census Bureau, 2007). The concentration of a high minority population is characteristic
of the Mississippi Delta and related closely to the agricultural industry, which traditionally
represents the economic life in this area.
By mean household income, Phillips County ranks 87th of the 100 poorest
counties in the nation. The county’s median household income is $26,261. This income
is less than the state and national averages of $38,239 and $50,740. The economic
deprivation is evidenced further by 37.2% of county residents compared to 17.6% in the
state living at or below the federally established poverty level, which is the highest in
the state (US Census Bureau, 2007).
The percentage of individuals 65 and older has declined and represents 14.9% of
the county’s population. The percentage of children under 18 years-of-age is 30.2
percent (US Census Bureau, 2007). The county’s unemployment rate is 8.7 percent. This
is more than the state rate of 5.3% and the nation’s rate at 6.5 percent
(http://www.fedstats.gov/qf/states/05/05001.html & Los Angeles Times, 2008).
DeWitt and Stuttgart are located in Arkansas County in the Grand Prairie region
of Arkansas. The 2006 census data indicated the total population of Arkansas County to
be 19,884. Seventy-four percent of the total population is white and 24.6% black.
The median household income for Arkansas is $35,295 while the median income
for Arkansas county residents is $33,764. The percentage of individuals living at or
below the poverty level in Arkansas County is 16.8 percent. The percentage of children
under 18 years-of-age living in poverty in Arkansas County is 24.2 %, which is
comparable to the state’s percentage of 24.6 (US Census Bureau, 2006). In comparison
to Phillips County, fewer Arkansas County residents live in poverty and the
unemployment rate is 7.8 percent (http://www.fedstats.gov/qf/states/05/05001.html).
Because of the high minority population in the Mississippi River Delta, sickle cell
anemia, hypertension, stroke, and diabetes are prevalent. Other common illnesses
include cancer, sexually transmitted infections, kidney disease, COPD, and tuberculosis.
Poverty increases the incidence of premature birth and low birth weight infants, high
risk pregnancies, malnutrition, mental illness, addiction, and crime.
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Included in the various healthcare facilities in HWH, is a regional medical center
licensed for 155 beds. Clients requiring complex cardiac, orthopedic, trauma, high risk
neonatal, and neurological interventions are stabilized and transferred to specialized
facilities. Ancillary sites include extended care facilities, a mental health center,
hemodialysis unit, local health unit, home health facilities, dermatology, pediatric,
obstetrics and gynecology, and primary care clinics.
The Delta Area Health Education Center (Delta AHEC) is located centrally in
Phillips County. Their mission is to enhance healthcare access and status, through
recruitment and retention of healthcare professionals, professional education, and public
health education in a seven county area of the Arkansas Delta.
In southeast Arkansas, Arkansas County is geographically adjacent to Phillips
County. As the largest county in the state, this county is divided into two regions. Health
care services available to both DeWitt and Stuttgart campuses include Baptist Health
Hospital in Stuttgart. This 49 bed hospital provides routine services and recently
completed an expansion project. Other healthcare facilities include extended care
agencies, primary care clinics, hemodialysis, rehabilitative services, and behavioral
health agencies. A combination city hospital/nursing home is located in DeWitt. This
facility has 34 beds and 70 nursing home beds. Other facilities include private clinics and
extended care services. Both towns have a county health unit.
In addition to healthcare facilities located in Phillips and Arkansas Counties, the
ADNP uses Northwest Mississippi Regional Medical Center (NWMRMC) in Clarksdale, MS
and Jefferson Regional Medical Center (JRMC) in Pine Bluff, AR as clinical sites. These
195 plus bed facilities provide typical as well as more complex and varied learning
experiences such as complicated obstetrics, neonatal unit, pulmonology, nephrology,
neurology, cardiology, orthopedics, oncology, and pediatrics.
Students
ADNP students are diverse in age and background. Phillips County students are
slightly younger than Arkansas County students with a mean age of 28 and 31
respectively. A significant number of Phillips County students are single or divorced in
contrast to Arkansas County students where more are married. In Phillips County, the
majority of ADNP students are black and female; whereas, more students in Arkansas
County are white and female. In both counties, less than 10% of the students are male.
8
A large percentage of students from both counties work and have dependent children.
Despite full- or part-time employment, many students qualify for local, state, and federal
services. More than half of the students in each county are commuting to school.
Faculty
The faculty consists of one 12-month, FT director, who also serves as the Dean
of Allied Health, and nine FT and one part-time (PT) faculty who is employed at eighty
percent time. There are seven FT and one PT faculty, on the HWH campus. One FT
faculty is employed on the DeWitt campus, and one FT faculty is employed on the
Stuttgart campus. All faculty fulfill nine month contracts. Six of seven (86%) of HWH FT
faculty and 100% of PT faculty hold a master’s degree in nursing. One HWH FT faculty
and one DeWitt campus FT faculty hold a baccalaureate degree in nursing. Both are
enrolled currently in a master’s in nursing degree program. The nursing faculty on each
campus has been actively involved in designing and implementing the philosophy and
conceptual framework, which are located in the appendix of this document.
Summary Standard I
The philosophy and program outcomes of the ADNP are in agreement with the
college’s mission, vision, and institutional values. The ADNP’s philosophy and conceptual
framework, as well as program and educational outcomes are communicated clearly in
the College Catalog found at http://www.pccua.edu/college_catalogs.htm and in the
2009-2010 ADN Student Handbook. Organizational decision-making charts are
established for the Chancellor, Vice Chancellor for Instruction, Vice Chancellors on
distance campuses, the Division of Allied Health, and the ADNP. The college also has an
organizational decision-making chart for institutional planning and policy
recommendations that includes all three campuses. College governance is provided by
two administrative councils, the Chancellor’s Cabinet and College Council. The Faculty
Senate and four college-wide teams make recommendations to these two administrative
councils. ADNP goals are achieved through two division committees along with three
ADNP standing committees, and four ADNP subcommittees. The dean, faculty, and
students from each campus are involved actively in ADNP committee work.
The ADNP partners with area clinical agencies through affiliation agreements to
provide a variety of interactive clinical experiences to foster student attainment of
learning outcomes. Partnerships are maintained with federal and state agencies, public
and private organizations, and individuals to promote excellence in nursing education,
9
enhance the profession, and benefit the community served by each campus. Carl
Perkins, Title III, an Arkansas State Economic Incentive program, Helena Health
Foundation (HHF), and Phillips County Foundation have provided grant monies to
support nursing education. The ADNP’s partnership with Delta AHEC also augments
nursing education, the profession, and the community by allowing faculty and students
from all campuses to use the librarian’s services. The faculty value and actively seek
input from students’, graduates’, employers’ surveys, and advisory committee members.
Amy Hudson, Dean of Allied Health, also serves as the full-time (FT) director of
the ADNP for all three campuses. She holds Bachelor’s of Science and Master’s of
Science in Nursing degrees from the University of Southern Mississippi and maintains a
current, unencumbered, multi-state, nursing license through the Mississippi Board of
Nursing. She has 30 years experience in associate degree nursing education and is
involved actively in local, regional, and state nursing activities.
With faculty input, the Dean of Allied Health submits an annual budget request
to the Vice Chancellor for Instruction which is discussed subsequently by College Council
and approved by the Chancellor’s Cabinet, Board of Visitors and finally the University of
Arkansas Board Of Trustees. Budget appropriations for fiscal year (FY) 2009 were made
for the ADNP based on the FY 2008 budget. The budget is sufficient to achieve program
and educational outcomes on all campuses. As a member of College Council, the Dean
of Allied Health has an opportunity to advocate for equity by providing input when the
annual college budget for all three campuses is presented to College Council.
ADNP policies are comprehensive, provide for the welfare of faculty and staff,
and are consistent with those of the college. This information is available in the PCCUA
Board Policies and College Procedure Manual and 2009-2010 ADN Faculty Handbook.
College and ADNP policies such as dress, criminal background checks, immunization and
tuberculin skin test, along with liability insurance that differ are justified by the needs of
the ADNP.
NLNAC’s and ASBN’s complete program information is published in the College
Catalog, p. 8 and p. 37 and on the program’s web page. A written grievance policy for
grading or other matters of an academic nature is published, accessible, and followed on
all campuses as described in the 2009-2010 ADN Student Handbook, PCCUA Student
Handbook and Planner, and PCCUA Board Policies and College Procedure Manual.
10
With ASBN approval, the theory component of the ADNP has been sent via
compressed interactive video (CIV) to the DeWitt, AR campus since 1998. In the fall of
2008, NLNAC was notified in writing of the college’s intent to also offer the ADNP on the
college’s Stuttgart campus. On each distance campus, a FT faculty is employed to
provide support for theory courses and supervise clinical instruction. Students are
admitted to the DeWitt campus every even year and Stuttgart every odd year, with
plans to admit the first Stuttgart cohort in August of 2009.
The college’s and ADNP’s commitment to distance education is reflected clearly
in the college’s mission and vision statements, definition of distance learning in the
College Catalog, and in the ADNP’s definition of distance learning and philosophy
published in the 2009-2010 ADN Student and Faculty Handbooks.
Summary Standard II
There are seven FT faculty on the HWH campus and one FT faculty on each
distance campus. By campus, six out of seven (86%) HWH faculty members have a
master’s degree in nursing. One faculty on the DeWitt campus holds a baccalaureate
degree as the highest degree, and one FT faculty on the Stuttgart campus holds a
master’s degree in nursing. The two faculty (14%) who hold a baccalaureate as their
highest degree are currently enrolled in a program to obtain a master’s degree in
nursing. One individual is expected to complete in 2010 and the other in 2011. One
part-time (PT), master’s in nursing prepared faculty is employed at 80% time on the
HWH campus. Part-time faculty is not employed on either distance campus. Two faculty
members are certified nurse educators.
Faculty comply with college and ASBN regulations by (1) holding an active
unencumbered nursing license, (2) holding a degree above the associate degree level,
and (3) completing 15 continuing education contact hours from an ASBN approved
provider before each license renewal. The ADNP does not employ practice laboratory
personnel on any campus. The faculty delivers both didactic and clinical instruction in
addition to evaluating student performance.
One FT Dean of Allied Health/Director of the ADNP, seven FT HWH, one
part-time HWH, one FT DeWitt, and one FT Stuttgart faculty are sufficient to achieve
program and educational outcomes on all campuses. The ratio of FT to PT faculty on the
HWH campus is 7:1 and 1:0 on the DeWitt and Stuttgart campuses.
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Faculty utilization is determined by faculty placement within the curriculum,
areas of interest, expertise, experience, and geographic location. Assignments for
teaching program content are divided equally among the faculty, and all participate in
curricular design, delivery, and evaluation. The teaching load for ADNP faculty is
comparable to that of faculty teaching in a similar discipline with approximately the
same number of students and clinical requirements. The faculty’s primary focus is on
teaching theory and clinical practice. However, the faculty acknowledges the importance
of research to establish a scientific body of knowledge for nursing practice. Thus, the
faculty introduces students to the concepts of quantitative and qualitative research and
the associate degree nurse’s role in the process of collecting data and preserving human
rights during the research process. Nursing research guides the faculty’s use of
evidence-based teaching and clinical practice in all nursing courses.
Through service on multidisciplinary community boards and task forces, the
faculty assists in meeting the healthcare needs of communities served. The faculty
engages in scholarship activities congruent with personal strengths and areas of
expertise.
The ADNP does not employ non-nurse faculty such as a nutritionist or pharmacist
to teach nursing content on any campus. The ADNP has one, FT administrative
assistant. This individual is housed on the HWH campus. There are two PT clerical
assistants. One clerical assistant helps faculty and students on the DeWitt campus and
the other does the same on the Stuttgart campus.
The theoretical component of the ADNP is compressed to two distance
campuses. A FT credentialed Distance Learning Coordinator (DLC) orients, coordinates,
and provides technology assistance to all three campuses. A PT credentialed Distance
Learning Assistant assists the DLC on the HWH campus. A FT credentialed distance
learning assistant is housed on each distance campus. This person assists faculty, staff,
and students to effectively use distance learning equipment.
All new employees are oriented to college policies and procedures upon
employment. All new ADNP faculty receive additional orientation to the ADNP’s core
curriculum documents, student and faculty policies, clinical practices, curriculum,
distance education, and methods of assessment. Faculty mentoring is accomplished by
partnering a master’s prepared faculty with a new faculty member for a minimum of one
12
academic year. Partnerships are determined by appointed responsibilities, teaching
assignments, and availability.
All FT faculty participate in the annual, mandatory evaluation process in
accordance with college policy. Evaluation records confirm the expected level of
achievement for all faculty to have a mean composite rating greater than three on a
scale of one to five for instructional design and delivery for all courses was met on the
last annual evaluation. For the 2007-2008 academic year, the mean faculty evaluation
score for all faculty was 4.92.
Administrative and professional staff is evaluated annually as non-classified staff.
Administrative and clerical assistants, distance learning assistants, as well as technical
assistants are evaluated annually as classified staff according to state regulations and
guidelines.
Faculty are provided with continuing education and training to become familiar
with new distance learning equipment, computer software, or course delivery system
with each acquisition. In addition to college workshops, the faculty has attended local,
state, and national conferences or workshops or graduate courses that focus on nursing
education, including distance education modalities.
Summary Standard III
The same college and program policies govern students on all three campuses
and are nondiscriminatory and applied consistently. College policy is accessible publicly
to all students in the College Catalog, PCCUA Student Handbook and Planner, 2009-2010
ADN Student Handbook, Program of Study Recruitment Brochure, ADN Information
Packet, and college and program web page. Although the ADNP is an integral part of the
college and abides by college’s policies, some polices related to admission, readmission,
withdrawal, fees, disability, progression, audit, academic appeal for clinical unsafe,
substance abuse testing, criminal background checks, immunizations, liability insurance,
and dress are different. These differences are justified by the goals and outcomes of the
ADNP.
Student services are commensurate with the needs of students, and personnel
responsible are identified clearly in college and program documents. Services are
available and accessible on all three campuses for students pursuing or completing the
ADNP by traditional or CIV instruction. Examples of these services include, but are not
13
limited to, advising, financial aid, Title III supplemental learning resources, Title IV
student support services, an Arkansas Career Pathways program, and career placement.
The college and ADNP comply with guidelines set forth by the American Disabilities Act
and the National Council of State Boards of Nursing Essential Functions of Nurses. A
variety of federal, state, and local financial assistance opportunities are available to
nursing students under the same regulations as other college students.
College policies are established regarding maintenance of educational and
financial records. ADNP faculty adheres to the Information Practices Act and abides by
guidelines set forth in the Federal Family Educational Rights and Privacy Act of 1974
(FERPA). The college complies with scheduled audits and is eligible for Title IV funding.
The PCCUA default rate for FY 06 was 9.8%. The college has an established,
comprehensive, written loan repayment program. The same program is followed on
each campus and includes information about the loan, entrance and exit counseling,
monitoring and cooperation with lenders.
Information informing the public about the ADNP is accurate, consistent, and
available through various resources. These include the College Catalog, the Division of
Allied Health web page, PCCUA Student Handbook and Planner, 2009-2010 ADN Student
Handbook, Program of Study Recruitment Brochure, and prospective ADN Student
Information Packet. The ADNP’s ASBN approval and NLNAC accreditation status along
with contact information is published in the College Catalog, the ADNP’s web page, and
ADN Student Information Packet. Changes in policies, procedures, program information,
and expectations are communicated clearly with students and/or prospective students in
a timely manner via the College Catalog, ADN Information Packet, ADN web page,
2009-2010 ADN Student Handbook, and class announcements.
All students on each campus are provided with a PCCUA Student Handbook and
Planner containing CIV guidelines and instructions for utilizing and managing student
e-mail accounts and other web services such as Web Advisor and Blackboard CE. To
facilitate effective use of technology, the ADNP also has included specific technology
guidelines in the 2009-2010 ADN Student Handbook that are adapted from college
guidelines but are specific to nursing students.
The DLC formally orients all ADNP students to CIV equipment, minimum browser
requirements, and Blackboard CE testing requirements during a mandatory “Boot Camp
14
for Nurses” orientation program. Information related to technology requirements,
policies, and fees specific to distance education is clear, accurate, consistent, and
accessible to students on each campus. The technological requirements and policies
specific to distance education are the same for students on all campuses.
Summary Standard IV
The curriculum flows from the program philosophy identifying the beliefs of the
faculty and nine major curricular concepts: nursing process, needs, nursing role, nursing
behaviors, health, stress, client, development, and communication. The conceptual
framework demonstrates increasing complexity of all concepts as the curriculum
progresses from Levels I to IV. Level, course, and class objectives reflect clearly all
major program concepts and sequentially advance in complexity to move the student
toward accomplishing program and educational outcomes.
The faculty, with students’ input, evaluates the curriculum every three years or
with substantive change for rigor, currency, and relevancy. There is an established
process for credit hour and course description curriculum revisions which includes the
ADNP faculty, the Faculty Senate Curriculum Committee, and the college Instruction and
Curriculum Committee. The ADNP faculty has ultimate authority for initiating,
implementing, and evaluating all curricular changes.
The curriculum design and delivery uses Knowles’ Theory of Andragogy to teach
adult learners. Blooms’ taxonomy is evident in structuring level and course objectives.
The curriculum builds on interdisciplinary concepts from science and math courses
completed before students enter the ADNP as well as English, psychology, sociology,
and computer technology courses taken before or concurrently with nursing courses.
The curriculum includes learning experiences allowing students to examine
cultural, ethnic, and social diversity and promote respect for individuals from differing
cultural and social backgrounds or ethnicities. Opportunities are provided for students to
learn to respond to regional, national, and global changes impacting health such as
community-based and managed care, as well as emerging and infectious diseases. The
curriculum includes clinical experiences permitting students to assist clients in making
health choices and attaining the highest level of health.
Methods of evaluation are varied and include, but are not limited to, written and
standardized exams and papers, clinical performance, skills check-offs, and care plans.
15
Evaluation tools measure students’ attainment of the nine major curricular
competencies. The curriculum prepares graduates to pass the NCLEX-RN licensure exam
on the first attempt. The program maintains written clinical affiliation agreements with
local and regional, acute- and long-term care settings where students engage in active
clinical learning experiences.
The curriculum incorporates standards of care, protocol, procedures, guidelines,
and critical pathways that students implement to promote client health and safety. The
curriculum provides students with an opportunity to promote health and safety by
implementing current best practices and standards of care when caring for assigned
clients in appropriate affiliated clinical agencies.
The curriculum requires students to complete 72 credit hours to receive an
Associate in Applied Science degree and be eligible to apply to write the licensure exam.
The credit to clock hour ratio for theory courses is 1:1 and for clinical courses 3:1.
Through the use of asynchronous and synchronous delivery formats, the same
ADNP curriculum is delivered to students on all campuses in a manner that reflects
consistency, fairness, and allows all students to achieve program and educational
outcomes.
Summary Standard V
The nursing program on each campus has a separate budget. The budgets on
the HWH and DeWitt campuses provide fiscal resources for both the Associate Degree
Nursing and Practical Nursing (PN) programs. The Stuttgart nursing budget supports
only the ADNP, as there is no PN program in Stuttgart. The budget consists of five
categories: (1) supplies and services, (2) travel, (3) capital outlay, (4) salaries, and (5)
student labor. Budget appropriations for FY 2009 were made for the ADNP based on the
FY 2008 budget. Through college division restructuring and acquisition of additional
grant monies for the college, monies that originally would have gone to the Division of
Technology and Industry were reallocated to the Divisions of Allied Health as well as
Arts, Math, and Science. The Dean of Allied Health and faculty realize procurement of
grant funding and private donations from partners may be needed to compensate for
decreasing program revenues and increasing costs.
Money allocated to the dean and division for supplies and services, travel, and
capital outlay is comparable to monies allocated to other divisions. Resources allocated
16
for distance education are equivalent on all three campuses. Current college resources
are adequate to support the salary and benefit package provided to the dean, an
administrative assistant, two PT clerical assistants, and faculty on all campuses.
Maintenance of the physical facilities on all campuses, furnishings, and necessities such
as heat, air, water, and lights are sustained by appropriations from the Vice Chancellor
for Administration and Finance’s building and maintenance and utilities budgets.
The Dean of Allied Health has a discretionary budget for supplies and services
and travel expenses to and from distance campuses, statewide nursing meetings, and
continuing education activities. This allocation is sufficient to meet supplies and services
as well as travel needs.
Physical resources on all campuses are sufficient to meet program outcomes and
needs of faculty, staff, and students. Distance learning classrooms have been updated
recently on each campus. All campuses have skills labs that are conducive to
achievement of learning outcomes. Recently, each campus has updated computer labs
with printers. This technology is allocated solely for nursing students.
The dean, administrative assistant, and clerical assistants have private office
space in close proximity to nursing faculty offices and classrooms. Each campus provides
amenities such as workrooms, conference rooms, faculty and student lounges, and
employee and student restrooms. All nursing faculty have a private office. Surveillance
security cameras located in and outside buildings on each campus provide a safe
learning environment. The college complies with the Occupational Safety and Health
Administration (OSHA), state fire regulations, and meets American Disability Act (ADA)
requirements for physically challenged students.
Library holdings on each campus are current and include electronic subscriptions,
books, journals, newspapers, as well as videos, DVDs, CDs, and audio cassette tapes.
The ADNP’s Learning Resource Committee (LRC) reviews annually the currency of
nursing references on each campus and recommends to the Library Director new
references for purchase.
Skills labs are available on each campus to support achievement of learning
objectives by providing space and equipment for faculty to demonstrate and students to
practice skills. Client scenarios strengthen skills, promote critical thinking and
17
decision-making, as well as develop self-confidence before students provide direct client
care.
Concept Media videos, Software for Nurses, and DxR interactive software are
available on each campus to provide faculty and students with equal access to
supplemental learning resources. All faculty have a PDA equipped with health-related
software for use by students and faculty in the clinical setting. In the late spring of
2009, “iClickers” were purchased for faculty and student use in the classroom setting
beginning in the fall of 2009.
All required nursing courses are web-enhanced and use Blackboard CE to
facilitate student learning on each campus. Blackboard CE is used to publish course
documents, communicate course content, and assess student learning via computerized
testing. Students and faculty may access technology support by contacting the
company’s customer support team or on-campus information technology support
personnel.
Summary Standard VI
A systematic plan for evaluation (SPE) has been used by the faculty since 2001.
The faculty uses the SPE as a framework for ongoing assessment and evaluation. This
plan reflects the format recommended by NLNAC and includes all required standards
and criteria, program and educational outcomes, as well as graduate competencies.
Data is used to make evidence-based decisions regarding program development,
maintenance, and revision.
Assessment methods incorporated in the plan include standardized exams,
college and departmental evaluations, minutes, votes, surveys, tables, reports, and
records. As an integral part of the college, the ADNP also participates in the college-wide
assessment process. ADNP data submitted to the college assessment committee
includes graduate licensure exam pass rates; employer and graduate satisfaction results;
job placement rates and patterns of employment; and achievement of college and
program core competencies.
Evaluation findings are used by the faculty to make informed decisions about the
program and to improve student learning outcomes. Two examples of program decisions
based on evaluation findings include deletion of an inappropriate clinical facility and
changing an established evaluation benchmark based on NCLEX-RN pass rates.
18
Data related to program outcomes are disseminated annually to Phillips and
Arkansas County Allied Health Advisory Committee members and published on the
program’s web page. Also, the faculty has disclosed evaluation findings at a state
convention and several organizational meetings. In addition, program data and
technology acquisitions are shared with community, state, and national organizations
such as the Chamber of Commerce, ASBN, and NLNAC.
During the process of self-study, the faculty realized an important opportunity for
growth. Prior to 2008, the faculty used the HESI-RN Exit Exam as the sole means for
collecting data to determine student attainment of the college’s six core competencies:
critical thinking, social and civic responsibility, mathematical reasoning, cultural
awareness, technology utilization, and communication rather than collecting data and
correlating data to the program’s seven educational outcomes.
In 2008, the faculty made a decision to strengthen assessment by making two
changes. First, the faculty collected and aggregated data directly related to student
attainment of the program’s educational outcomes. Second, the faculty changed the
methods used to determine student attainment of educational outcomes. The methods
now used to measure student attainment of the program’s educational outcomes are the
Level IV Clinical Evaluation Tool and the HESI EXIT-RN Exam. For the last three
graduating classes, all graduates and the HWH cohort met the expected levels of
achievement for core knowledge. The DeWitt cohort, admitted every other year, met the
expected level of achievement in 2004 based on the criteria in place at that time and
again in 2008.
Expected levels of achievement are written to measure the following program
outcomes (1) graduate performance on the NCLEX-RN licensure exam, (2) program
completion, (3) graduate satisfaction, (4) employer satisfaction, (5) rates of
employment, and (6) patterns of employment for all students as well as those on each
campus. Except for program completion, program outcomes for performance on the
NCLEX-RN licensure exam, graduate and employer satisfaction with the program and job
placement, which includes rates and patterns of employment, consistently have been
met by all graduates as well as those on each campus.
The ADNP faculty established a benchmark of 40% as a program completion rate
for ADNP graduates. Given the academic, social, and financial disadvantages of students
19
within the program’s service area coupled with a college graduation rate of 15% to 19%
for the past five years and data obtained from students on each campus during an exit
interview, the Dean of Allied Health and faculty believe academic failure, financial
difficulties, family responsibilities, health issues, and career changes are major reasons
for delayed graduation or failure to complete the program. Numerous interventions have
been implemented to improve program completion rates. For example, the faculty: (1)
initiated a one week Boot Camp for Nurses orientation session for all entering students;
(2) increased pre-requisite requirements to include all ADNP required science and math
courses; (3) revised level, course, and class objectives to reflect nine major program
concepts; (4) increased the number of evaluation opportunities per course and thus,
tested smaller segments of material; (5) encouraged students failing the capstone
clinical course to take the NLCEX-PN licensure exam and practice as a licensed practical
nurse (LPN) while waiting to reenter the program; and (6) required a minimum grade of
“C” on all required general education support courses. Since the interventions have been
implemented, program completions rates for all admission cohorts have more than
doubled. The program completion rate for HWH admission cohort increased from 19% in
2003 to 51% in 2005. Also, the program completion rate on the DeWitt campus
increased from 10% in 2002 to 45% in 2006.
The same SPE is used by all faculty to measure program and student learning
outcomes on the HWH and distance campuses. Expected levels of achievement for each
criterion are the same as those used on the HWH campus. Expected levels of
achievement are written to assess an entire cohort as well as the cohort on each
campus.
Strengths
Support through partnerships Experienced program administrative leadership Commitment to increase access to nursing education through distance education Peer and administrative support for faculty to attain advanced nursing degrees
Opportunities for professional development Full-time faculty employment in lieu of preceptors or adjunct faculty Consistent excellent faculty evaluations for course design and delivery Curricular design is conducive to distance education Learning resources foster active learning Multiple technological resources Additional compensation for clinical clock hours worked added to all faculty’s’
base salary
20
Pattern of implementing strategies to improve program completion rate Consistent employer and graduate satisfaction
Opportunities for Development
Encourage all faculty to become certified nurse educators Offer technological support for faculty and students after daytime working hours Continue to seek additional funding to augment existing sufficient budget
allocations
Continue to improve graduate completion rates
Section Two Standards I-V
21
STANDARD I: Mission and Administrative Capacity
Criterion 1.1 The mission/philosophy and outcomes of the nursing education unit are congruent with those of the governing organization.
The philosophy and program outcomes of the ADNP are in agreement with the
college’s mission, vision, and institutional values. These college beliefs and competencies
are clearly published in the College Catalog on pp. 7 and 27. The ADNP’s philosophy,
and conceptual framework, as well as program and educational outcomes, are in
Appendices A-D and are communicated clearly in the 2009-2010 ADN Student Handbook
on pp. 4-9. Both college and ADNP beliefs and outcomes apply to all three PCCUA
campuses. Evidence of congruency is illustrated in Table 1.1.
Table 1.1: Comparison of College Mission, Vision, Institutional Values with the ADNP
Philosophy, Conceptual Framework, and Program and Educational Outcomes
College Mission, Vision, Institutional
Values
A.D.N. Philosophy and Conceptual Framework
A.D.N. Program and Educational Outcomes
Mission: Multi-campus two-year
college serving Eastern Arkansas
Committed to
individual, organizational, and
community
development.
Provides high quality
educational opportunities...
…supports the
economic growth of
Eastern Arkansas.
…faculty is committed to face to
face instruction as well as distance education.
As a member of the profession,
the associate degree graduate is characterized by a commitment
to professional growth,
continuous learning and self-development.
Nursing skills are actively learned
and practiced throughout the program
Members of the profession are
educated at different levels for
different roles within the full scope of nursing practice.
Eighty-five percent (85%) of all
graduates returning the Graduate Survey within six months of
graduation will express overall satisfaction with preparation
provided by the program. (PO 5)
Ninety percent (90%) of all
employed graduates will initially practice in an acute- or long-term
healthcare setting. (PO 4)
Forty percent (40%) of all newly
admitted students enrolled in Level I on the 11th day head count
will complete the program within
150% of the time of the stated program length. (PO 1)
The NCLEX-RN licensure exam
pass rate for graduates from all
campuses will be at or above the national mean on the first write.
(PO 2)Advocate for health within a community’s social, economic, and
political arenas. (EO 7)
22
College Mission, Vision, Institutional
Values
A.D.N. Philosophy and Conceptual Framework
A.D.N. Program and Educational Outcomes
Vision:
…recognized for its
excellence in higher education, public
service, and community
development
…recognized
throughout the state, and at both the
regional and national levels for its ability to
provide quality
teaching, student and public service,
community development
programs, research
based evaluation of programs and
services, and innovative technology
to its community.
The college will be a primary choice for
citizens preparing for
the job market, pursuing career
advancement opportunities, or
seeking to transfer to 4-year colleges and
universities.
…faculty recognizes the
importance of education,
research, and service…
…faculty employs teaching
strategies and provides experiences that enhance
learning.
Nursing is a dynamic profession
with an evolving body of
knowledge that is supported by research within the profession as
well as principles and theories from other disciplines.
Technology is used to provide
students with an opportunity to access nursing education in a
location that is convenient and
conducive to achieving program and educational outcomes.
The Associate Degree graduate:
…uses the nursing process to
care for clients across the lifespan.
Members of the profession are educated at different levels for
different roles within the full scope of nursing practice. Each
level has clearly established competencies and the faculty
supports articulation to advanced
educational levels.
….possesses the knowledge and
skills necessary to prioritize care, delegate aspects of nursing care,
direct culturally diverse individuals, efficiently use time
and resources and know when to
Advocate for health within a
community’s social, economic, and
political arenas. (EO 7)
Eighty-five percent (85%) of all
employers returning the Employer Survey within six (6) months of
graduation will express overall satisfaction with graduate
performance. (PO 6)
Apply all phases of the nursing process and the human needs
hierarchy to prioritize nursing care, with emphasis on
oxygenation and safety needs.
(EO 1)
Ninety Percent (90%) of all graduates seeking employment
will be employed in a nursing
position within (6) months of graduation. (PO 3)
Ninety percent (90%) of all
employed graduates will initially practice in an acute-and long-term
healthcare setting. (PO 4)
Employ therapeutic
communication with clients of all ages, their families, the healthcare
team, and community to
collaborate, organize, delegate, and advocate for provision of
23
College Mission, Vision, Institutional
Values
A.D.N. Philosophy and Conceptual Framework
A.D.N. Program and Educational Outcomes
Statement of
Institutional Values
…recognizes the worth and potential of each
student.
Providing quality
instruction, learning
resources and support services enhances the
growth and development of our
students.
…enhancing the economic vitality and
quality of life for all citizens of the
communities we serve.
seek assistance.
Functions in acute- and long-term healthcare facilities…
…commitment to professional
growth, continuous learning, and
self-development.
… as a biopsychosocial spiritual being of intrinsic worth,
individuals…
…right to self-determination
regarding health choices in the movement toward self-
actualization and/or the highest possible level of health.
Learning is essentially the responsibility of the learner,
should be individualized, and
requires active participation across the lifespan.
Practices within the ethical and
legal framework of nursing and is
responsible for ensuring high standards of nursing practice.
Nursing care is provided to clients
of varying developmental stages.
The developmental process is
influenced by internal and external factors that enhance or
impair the achievement of developmental tasks.
Working collaboratively with the
client and members of the
healthcare team…assist individuals, families, and thereby
the community to achieve the highest attainable levels of
health.
care. (EO 6)
Foster attainment of
developmental tasks across the
lifespan to strengthen culturally diverse individuals, families, and
communities. (EO 5)
Integrate professional standards as a provider and manager of care
to provide collaborative
therapeutic interventions for a group of individuals, their families,
and the community. (EO 2)
Promote health of the individual,
family, and community through the practice of supportive,
restorative, and preventive nursing behaviors. (EO 3)
Foster attainment of
developmental tasks across the
lifespan to strengthen culturally diverse individuals, families, and
communities. (EO 5)
Demonstrate client advocacy when interfacing with the
healthcare team to promote client adaptation to stress related to
maturational, situational, or life-
threatening crises. (EO 4)
24
College Mission, Vision, Institutional
Values
A.D.N. Philosophy and Conceptual Framework
A.D.N. Program and Educational Outcomes
…providing access to
programs and services
to all students who may benefit from
higher education…
…represents the diversity of the
communities it
serves… All members…have the
opportunity to enhance their
potential for
purposeful, gratifying, and productive lives.
…providing a working
and learning environment that is
characterized by
integrity, clear, communications, open
exchange of ideas, involvement in
decision-making, and
respect for all individuals
Educating a competent and
skilled nursing workforce is
essential to the health and well-being of society.
…access nursing education in a
location that is convenient and
conducive to achieving program and educational outcomes.
…facilitate effective decision-making, clinical competence,
cultural awareness,
accountability, and a commitment to caring so that the nurse can
collaborate with the client and members of the healthcare team
to provide care.
Learning is individualized, occurs
from a wide variety of sensory stimuli, and produces a change in
the learner’s insight, behavior,
perception, and motivation.
Promote health of the individual,
family, and community through
the practice of supportive, restorative, and preventive
nursing behaviors. (EO 3)
Integrate professional standards as a provider and manager of care
to provide collaborative
therapeutic interventions for a group of individuals, their families,
and the community. (EO 2)
Employ therapeutic
communication with clients of all ages, their families, the healthcare
team, and community to
collaborate, organize, delegate, and advocate for provision of
care. (EO 6)
Criterion 1.2 The governing organization and nursing education unit ensure representation of students, faculty, and administrators in ongoing governance activities.
The college’s organizational decision-making chart for institutional planning and
policy recommendations on all campuses is explained in Administrative Procedure
220.01. In 2008, the Chancellor’s Cabinet and College Council approved revisions to the
college team and committee structure. Now, governance is provided by two
administrative councils, the Chancellor’s Cabinet and College Council.
The Chancellor and all vice chancellors serve on the Chancellor’s Cabinet.
Members consider and determine policy implications as well as plan, organize, and
25
evaluate college-wide operations. This committee meets monthly or as needed. The
Chancellor’s Cabinet has two standing committees, Special Events and Student Activities.
Members of College Council include the Chancellor, vice chancellors, division
deans, faculty, and professional staff. Council members participate in administrative
governance of the college by making recommendations for action to the Chancellor’s
Cabinet. College Council meets monthly, except for January and August.
The Faculty Senate participates in college governance by making
recommendations for programs of study, faculty welfare and development, and
college-wide communication. Faculty Senate decisions are sent sequentially to College
Council and Chancellor’s Cabinet for action.
Four college-wide teams: (1) Student Success, (2) Institutional Planning and
Effectiveness, (3) Information and Technology, and (4) Instruction and Curriculum assist
the college to meet institutional objectives. College-wide teams meet monthly or as
needed. Except for the Information and Technology team, all teams have one or more
subcommittees to assist in meeting each team’s purpose and goals.
Faculty and staff service on college teams and subcommittees is voluntary or by
appointment, including ad hoc committees created to address specific college issues.
Membership on teams as well as sub and ad hoc committees represents all campuses.
This work engages faculty and staff in planning and developing policies to accomplish
college mission and objectives. Occasionally, the Chancellor establishes a committee
whose purpose is to benefit the student rather than contribute to college governance.
For example, the Financial Aid Exceptions Committee reviews student appeals for
continued financial assistance.
The Chancellor reports directly to the University of Arkansas (UA) President and
UA Board of Trustees (BOT) as shown in Appendix E. The PCCUA Board of Visitors
(BOV) composed of Arkansas and Phillips County residents, functions in an advisory
capacity to the Chancellor, UA President, and UA BOT by providing recommendations
pertaining to college finances, policies, and operations. The BOV also serves as a liaison
between the college and communities served (Board Policy 130).
To facilitate communication on distance campuses, indirect lines of authority
exist between faculty and the respective vice chancellor on the distance campus. The
vice chancellor on each distance campus is responsible for managing daily operations.
26
Matters of an academic nature fall first under the jurisdiction of the Dean of Allied
Health before proceeding to the Vice Chancellor for Instruction, and ultimately the
Chancellor as illustrated in Appendices F & G.
The Division of Allied Health, which includes the ADNP, is equal in position with
other divisions on the college organizational chart for Dr. Deborah King, Vice Chancellor
for Instruction as illustrated in Appendix H. The lines of authority for communication
regarding program management and instruction begin with faculty on all three
campuses and progress in order to the Dean of Allied Health, Vice Chancellor for
Instruction, and Chancellor. Prior to 2008, the Dean of Allied Health and ADNP faculty
participated in PCCUA governance as evident in the governance table on exhibit. Table
1.2 illustrates college teams, subcommittees, and ADNP representation on these
committees since revisions to the college team and committee structure were made in
2008.
Table 1.2 Dean of Allied Health and ADNP Faculty Representation on PCCUA Governance Teams Subcommittees for 2008-2009
PCCUA Governance Teams
Subcommittees Dean of Allied Health and ADNP Faculty Representation for
2008-2009
Chancellor’s Cabinet None
Special Events
Student Activities
Michele Steinbeck Shelby Gentry
LeAnne Marley
Brandy McGee Karri Mitchell
College Council None Amy Hudson
Faculty Senate
Senators
Geraldine Campbell
Jennifer Saia Michele Steinbeck
Faculty Senate Academic Standards
Karri Mitchell Jennifer Saia
Faculty Senate Curriculum Heather Snowden
Faculty Senate Faculty Development Michele Steinbeck
Faculty Association
None Geraldine Campbell Shelby Gentry
LeAnne Marley Brandy McGee
Karri Mitchell
Jennifer Saia Heather Snowden
Michele Steinbeck Jewell Naylor
27
PCCUA Governance Teams
Subcommittees Dean of Allied Health and ADNP Faculty Representation for
2008-2009
Student Success
Amy Hudson
Jewell Naylor
Heather Snowden
Institutional Planning and
Effectiveness
Amy Hudson
Jennifer Saia
Resource Development None
Information and
Technology
None Geraldine Campbell
Instruction and Curriculum
Amy Hudson
Instruction and Curriculum Business and Industry
Training
None
Instruction and Curriculum Concurrent Enrollment
None
Instruction and Curriculum Distance Learning Jennifer Saia Amy Hudson
Instruction and Curriculum Assessment
Academic Divisions
Amy Hudson
Amy Hudson
In addition to college committee work, all faculty with course loads of 18 or more
points per semester belong to the Faculty Association. The association is governed by
the Faculty Senate who oversees four standing committees: Academic Standards,
Curriculum, Faculty Development, and Elections. Standing committee members
representing all campuses assist the college to plan, implement, and evaluate policies
and procedures related to student learning, faculty welfare and development, as well as
communication between faculty and the entire college community. Faculty from each
division elects senators to serve on Faculty Senate and representatives to serve on
standing committees. The Faculty Association and Senate welcome active dialogue
between administrators and faculty. Administrators respect the work of the Faculty
Association and Senate and attend meetings by invitation.
The Division of Allied Health has three standing committees: Infection Control,
Arkansas County and Phillips County Allied Health Advisory Committees (See Appendix
I). Membership on the Infection Control committee includes all campuses. This
committee meets as needed to address student or faculty exposure to infectious
diseases and prevent transmission of pathogens after exposure. The Arkansas and
Phillips County Allied Health Advisory committees provide recommendations to the
faculty concerning ADNP policies, procedures, and operations. Both meet annually.
28
The ADNP has three standing committees and four subcommittees (See
Appendix J). The Dean of Allied Health and all faculty serve on each ADNP standing
committee (Faculty, Curriculum, and Assessment) as well as the Promotion and
Graduation subcommittee. The Dean of Allied Health appoints faculty to the remaining
Recruitment, Admission, and Learning Resources subcommittees based on faculty
workload, interests, and experience. To ensure all faculty participate in committee work,
each semester a two hour, weekly CIV time slot is reserved to deliver meetings to
distance campuses. Occasionally, distance campus faculty travels to the Helena-West
Helena (HWH) campus for lengthy committee work. The purpose, membership, offices,
and functions for division and ADNP committees are found in the 2009-2010 ADN
Faculty Handbook on pp. 40-45. Table 1.2.1 illustrates Dean of Allied Health and faculty
representation on Division of Allied Health standing committees, and ADNP standing and
subcommittees for the past three academic years.
Table 1.2.1: Division of Allied Health and ADNP Standing Committees & Subcommittees
Committee 2006-2007 2007-2008 2008-2009
Division of Allied Health
Infection Control
Arkansas County Allied Health
Advisory
Phillips County Allied
Health Advisory
ADNP
Faculty
Promotion and Graduation
Recruitment
Amy Hudson*
Amy Hudson* Renee Moss **(***)
Amy Hudson*
Shelby Gentry** Geraldine Campbell
LeAnne Marley Jennifer Saia
DAH* and all faculty
Brandy McGee ** Michele Steinbeck**
Jewell Naylor* Geraldine Campbell**
DAH and all faculty
Heather Snowden*
Renee Moss **(***) Shelby Gentry
Amy Hudson*
Amy Hudson* PN Faculty Member**
Amy Hudson*
Shelby Gentry** Geraldine Campbell
Michele Steinbeck LeAnne Marley
DAH* and all faculty
Brandy McGee **
Heather Snowden* Karrie Mitchell**
DAH and all faculty
Amy Hudson *
Heather Snowden** Michele Steinbeck
Amy Hudson*
Amy Hudson* PN Faculty Member**
Amy Hudson*
Shelby Gentry** Geraldine Campbell
Michele Steinbeck LeAnne Marley
DAH* and all faculty
Brandy McGee **
Michele Steinbeck* Heather Snowden **
DAH and all faculty
Heather Snowden*
Karrie Mitchell** DAH and all faculty
29
Admission
Curriculum
Learning
Resources
Assessment
Michele Steinbeck Amy Hudson
Jennifer Saia LeAnne Marley
Brandy McGee
Amy Hudson*
Heather Snowden** Shelby Gentry
Jennifer Saia Michele Steinbeck
Shelby Gentry*
Heather Snowden** DAH and all faculty
Dana Tipton (ST) Mitch Schultz (ST)
Geraldine Campbell* Jewell Naylor**
Brandy McGee
Renee Moss*** Jennifer Saia
LeAnne Marley *
Amy Hudson**
Megan Handley (ST) Rick Hendrix (ST)
Jennifer Saia Shelby Gentry
Megan Handley (ST) Kristal Watson (ST)
Deborah Clark (ST)
Amy Hudson*
Heather Snowden** Michele Steinbeck
Jennifer Saia Shelby Gentry
Shelby Gentry*
Jennifer Saia** DAH and all faculty
Perry Pettie (ST) John Smith (ST)
Geraldine Campbell* Jewell Naylor **
Brandy McGee
Jennifer Saia Tara Parham (ST)
Julie Wallace (ST) Katie Clifton (ST)
LeAnne Marley*
Amy Hudson**
All faculty Jennifer Smith (ST)
Shaquala Jones (ST)
Amy Hudson *
Heather Snowden** Michele Steinbeck
Jennifer Saia Shelby Gentry
Shelby Gentry*
Jennifer Saia** DAH and all faculty
Chance Stokes (ST) Cy Cox (ST)
Sarah Dillon (ST)
Brenda Carter(ST)
Geraldine Campbell * Jewell Naylor**
Brandy McGee
Jennifer Saia
Michele Steinbeck*
Amy Hudson**
All faculty Nick Ginn (ST)
Monet Rose (ST) Tammy Reynolds (ST)
Subcommittees are italicized Committee Chair * Committee Secretary ** Renee Moss *** Transferred from the ADNP to the PN program in May 2007 Student Representative (ST)
As stakeholders, students are included in the ADNP’s organizational chart. As such,
freshman and sophomore students annually elect a peer from each campus to serve as
a class representative on the Curriculum and Assessment committees. When an elected
representative does not progress in the program or declines further service, a new
election is held to fill the vacated slot. Student representatives serve as liaisons between
peers and respective committee members. At the beginning of each semester and
before called meetings, student representatives are informed of the meeting time, date,
and place by the committee chair or postings to the allied health web page and/or
30
e-mail through Blackboard CE. Representatives are encouraged and expected to
contribute to the work of the committee by contacting the respective committee chair to
place student body issues on the agenda as well as present issues to committee
members. When student issues are not related to curriculum or assessment, the
representative may approach the Faculty Committee chair to present the issue to
committee members during a scheduled faculty meeting. Assessment and curriculum
minute books documenting student attendance at meetings are on exhibit.
Criterion 1.3: Communities of interest have input into program processes and decision-making.
Communities of interest include students, graduates, employers, and advisory
committee members. The faculty value and actively seek input from communities served
by the ADNP. This input enhances need identification and understanding, thereby
assisting the program to better meet the needs of communities served. Input improves
program quality and graduate satisfaction. For example, the Phillips County Allied Health
Advisory Committee requested for students to have an increased understanding of
staffing. Accordingly, NG 221, Concepts of Client Care Management, was revised in the
fall of 2007 to increase the focus of prioritization, delegation, and staff assignments
(Phillips County Advisory Committee Minutes, 3-16-07).
In addition to student representation on aforementioned committees, each
graduate completes an Exit Interview Survey immediately before leaving the program.
Current demographic data and contact information for prospective employers is
obtained. Six months after separation from the ADNP, each graduate is sent a Graduate
Satisfaction Survey and each employer an Employer Satisfaction Survey. The entire
faculty reviews survey data to make decisions concerning program development,
maintenance, and/or revision. To strengthen graduate and employer feedback, a
comment box was added to Graduate and Employer Satisfaction Surveys in 2008.
Tabulated results from graduate and employer surveys are on exhibit.
There are two allied health advisory committees. One committee represents
Arkansas County and the other Phillips County. Both committees meet annually in their
respective counties (Allied Health Advisory Committee Minutes 3-26-08, 4-4-08). In
addition to the Dean of Allied Health and appointed faculty, members of each committee
represent general education faculty, local alumni, organizations, the lay public, and
31
affiliated clinical agencies. The Dean of Allied Health, in collaboration with faculty,
annually appoints members. The function of both committees is to advise and/or make
recommendations regarding student recruitment, developmental courses, program and
educational outcomes, assessment data, admission policies and procedures, new
programs or courses, program closure, curriculum content, as well as facilities and
equipment. Allied Health Advisory Committee Minutes from both counties are on exhibit.
Table 1.3 lists members and positions held for both Allied Health Advisory Committees in
2008.
Table 1.3 List of Phillips and Arkansas County Allied Health Advisory Committee Members and Position Held in 2008.
Phillips County
Allied Health Committee
Position Arkansas County
Allied Health Committee
Position
Chris Leslie Alumna Gale Hale Alumna
Chuck Reynolds Chief Nursing Officer NWMRMC
Kimberly Lock Alumna
Claude Rector MLT/PLB Director Diana Graves Medical Professions
Education Programs
Dr. Tarsha Smith Science Faculty David Hartsell Science Faculty
Lisa Scaife Science Faculty Carolyn Turner Vice Chancellor DeWitt
Brenda Hudson Phillips County Health Department
Dr. Cindy Crum Medical Professions Education Programs
Faculty
Pat Freemyer Lay Public Rosie Killion Chief Nursing Officer DeWitt Hospital
Mary Taylor Chief Nursing Officer
HRMC
Dana Adams Alumna
Deborah Fields Lab Director HRMC Kathy Dondandenville Crestpark Nursing Home
Ginger Coats Lab Director NWMRMC Susan Williams CNO DMH
Peg Hill Nurse Recruiter Shannon McKewen PN Faculty
Dr. John Brineman Pathologist Ruth Ann Blankenship Interim Chief Nursing
Officer SRMC
Cathy Privett Delta AHEC Taylor Gregory Lab Director-DeWitt
32
Phillips County Allied Health
Committee
Position Arkansas County Allied Health
Committee
Position
Shanna Pryor Alumna Dr. Susan Luebke Vice Chancellor
Stuttgart
Mimi Tippett Alumna Nurse Educator
University of Phoenix
Debbie Carnes Arkansas County Health Department
Betty Hendrix HHF Karen Campbell EMT DeWitt
LeAnne Marley ADNP Faculty Jimmy Fly Lay public
Pam Johnston PN Faculty Renee Moss PN Faculty
Geraldine Campbell ADNP Faculty Jeanne McCullars PN Coordinator
Shelby Gentry ADNP Faculty Amy Hudson Dean of Allied Health
Michele Steinbeck ADNP Faculty
Amy Hudson Dean of Allied Health
Dr. Debby King Vice Chancellor for
Instruction-HWH
Criterion 1.4: Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community.
The ADNP maintains partnerships with federal and state agencies, public and
private organizations, and individuals to promote excellence in nursing education,
enhance the profession, and benefit the community served by each campus. These
partnerships result in clinical affiliation agreements, grant funding, and donations.
The ADNP partners with clinical agencies through affiliation agreements to
provide a variety of interactive clinical experiences to foster student attainment of
learning outcomes. These agreements include acute- and long-term healthcare facilities,
ambulatory care settings, as well as community health centers. Schools, daycares, and
the Baptist Rehabilitation Institute are examples of agencies used for observational
experiences that do not require affiliation agreements. Continuing and new affiliation
agreements are signed annually by each party except for Helena Regional Medical
Center who opted for a two year contract in 2008. All contracts are on exhibit.
Since 2001, Carl Perkins, Title III, an Arkansas State Economic Incentive
program, Helena Health Foundation (HHF), and Phillips County Foundation have
provided grant monies to support nursing education by sending faculty to national
conferences and conventions, purchasing skills lab equipment, computers, projectors,
library holdings, and supplemental software to facilitate instruction and student learning
on all campuses.
33
Donations obtained through partnerships with private organizations or individuals
also support the profession. The Vice Chancellor for College Advancement and Resource
Development works closely with the Dean of Allied Health and all faculty in developing
partnerships for the nursing program to seek donations for scholarships above federal
Pell grants and personal student loans. In the fall of 2008, 70% of Level I and III
students, including those on the DeWitt distance campus, requesting scholarship
assistance received funding.
The HHF has provided students and faculty with scholarship money to pursue
entry level or masters’ degrees in nursing. This money has defrayed the cost of their
nursing education. Individuals as well as organizations provide additional scholarships to
assist students to pay for tuition, books, and some travel and living expenses incurred
during entry level nursing education. Scholarships provided through these partnerships
strengthen the nursing workforce by increasing the number of nurses available to enter
the workforce and developing academically qualified nurse educators. Also, HHF has
provided money to update and increase the number of computers and printers in
faculty/staff offices and computer labs as well as CIV equipment and skills labs. HHF
funding supported updating technical equipment for faculty and student use.
The ADNP’s partnership with Delta Area Health Education Center (Delta AHEC)
also augments nursing education, the profession, and the community. This organization
employs a Director of Library Services to assist the healthcare workforce, faculty,
students, and lay public to access health information. Faculty and students from all
campuses use the librarian’s services to check out books, videos, CD-ROMs, models, and
teaching aids to improve instruction and learning. Prior to 2006, Delta AHEC has
provided the ADNP with equipment to improve skills labs on the Helena-West Helena
and DeWitt campuses. Resources obtained through partnerships and uses of resources
to support the ADNP are identified in Table 1.4.
Table 1.4 Resources Obtained Through Partnerships
Academic Year
Grant Funding Provider
Amount Use to Support for Nursing Education Unit
2006-07 HHF
Title III: Strengthening Institutions
$77,214.32
$7,245
Replace CIV Equipment in N135 (HWH)
Purchase PDAs for all faculty, 3 new
laptops, 2 new LCD projectors
HESI Specialty Exams-DeWitt/HWH
34
Academic Year
Grant Funding Provider
Amount Use to Support for Nursing Education Unit
2007-08 Carl Perkins
Phillips County Foundation/ HHF
HHF
Arkansas Economic Incentive Grant
Stuttgart Campus Special Legislative Appropriation
Title III: Strengthening Institutions
Katherine Davis Estate
$21,356
$191,132.36
$31,500
$136,364
$60,000 out of $250,000
$15,000
$5,985
$4,409
$10,000
Faculty Development DXR Software (HWH/DeWitt)
Computer Harness Catalyst 2960 (N101) (HWH)
Replace computers in N101, N126, all faculty and staff offices- Replace CIV
equipment in N108 Purchase another laptop and LCD
projector HWH campus
300 licenses for Software for Nurses from 2009-2011all campuses
Nursing Scholarships
Established a computer lab, clinical skills lab, and allied health library
holding in Stuttgart and half of video library for all three campuses
Furnish classroom and offices, skills lab construction, and other half of video library for all three campuses
Software for Nurses
SMARTboards DeWitt and HWH
HESI Specialty Exams DeWitt and HWH Students
Faculty Development
Line item Phillips Community College Foundation
2008-09 HHF
IDEA Award
Carl Perkins
NWMRMC
South Arkansas County Health
Foundation
$47,160
$1,537
$33,000
$1,000
$5,000
Nursing Scholarships
All Faculty NCSBN Item Writing Course
All Faculty Development Activities HWH and DeWitt
Learning Resources
All campuses
Program Development
The community benefits from existing partnerships by increasing the number of
nurses prepared to enter the nursing workforce and nurse educators in this medically
underserved area. As such, a skilled nursing workforce positively impacts the community
by providing access to care, quality healthcare services, and thereby promotes the
35
health of communities served. The faculty also believes a healthy workforce fosters the
economic vitality of all communities served.
Criterion 1.5: The nursing education unit is administered by a nurse who holds a graduate degree with a major in nursing.
Amy Hudson, Dean of Allied Health, also serves as the FT director of the ADNP
for all three campuses. She meets ASBN requirements to be the ADNP director which
include a current, unencumbered license to practice nursing in Arkansas, a minimum of
a master’s degree in nursing, previous experience in clinical nursing practice and nursing
education, and FT employment (ASBN Rules and Regulations, p. 6-5). Amy Hudson
holds Bachelor’s of Science and Master’s of Science in Nursing degrees from the
University of Southern Mississippi and maintains a current, unencumbered, multi-state,
nursing license through the Mississippi State Board of Nursing. She worked FT in the
clinical setting for two years before joining the PCCUA nursing faculty and has 30 years
experience in associate degree nursing education. This experience includes 19 years as
a theory and clinical nursing instructor; three years as a project director for a federally
funded project, “The Recruitment and Retention of Minority and Disadvantaged
Students”; and eight years of administrative experience as the Dean of Allied
Health/ADNP Director. The Dean of Allied Health is a member of the NLN,
National-Organization for Associate Degree Nursing (N-OADN), and Arkansas
Organization for Associate Degree Nursing (AR-OADN). She is actively involved in
national, state, and local nursing service as an NLNAC site visitor, past president of the
AR-OADN chapter, past vice-president of the Council of Nurse Administrators Nurse
Education Programs (NANEP), and chair of the NANEP Arkansas Associate Degree
Nursing Council. The Dean of Allied Health serves on the Helena Hospital Board of
Trustees, Delta Area Health Education Center’s (Delta AHEC) Advisory Board, and has
served previously on the HWH Hometown Health Coalition, and Arkansas Department of
Higher Education Taskforce to review a university seeking to provide distance education
in Arkansas. To remain abreast of national trends and issues, she engages in
professional development activities such as Drexel’s Nurse Educator and NLNAC
Self-Study conferences and the N-OADN National Convention. Documentation of
qualifications, experience, further professional development activities, as well as college
36
and community service activities is included in Dean of Allied Health’s curriculum vita on
exhibit.
Criterion 1.6 The nurse administrator has authority and responsibility for the development and administration of the program and has adequate time and resources to fulfill the role responsibilities.
The Dean of Allied Health serves as the director of the ADNP on all three
campuses (See Appendices I-J). As such, the Dean of Allied Health fulfills a FT,
12-month contract and has authority to accomplish responsibilities outlined in the job
description for the Dean of Allied Health /ADNP Director on p. 8 of the 2009-2010 ADN
Faculty Handbook. In this role, leadership provided by the Dean of Allied Health
includes, but is not limited to, orchestrating faculty and staff development; fostering a
creative working environment for faculty, staff, and students; initiating, implementing,
and evaluating program policies and procedures; as well as planning and allocating
budget appropriations. For example, the Dean of Allied Health has orchestrated faculty
and staff development and fostered a creative working environment for students by
writing grants that have been instrumental in providing funds to purchase software
programs and equipment to enhance student learning, as well as resources for faculty to
attend workshops, seminars, and conferences.
In addition to acting as chair of the Faculty and Admission Committees, the Dean
of Allied Health, actively participates in the work of the ADNP’s Curriculum, Assessment,
Learning Resources, Promotions and Graduation, and Recruitment Committees. The
Dean of Allied Health also routinely shares regional, state, and national trends in
healthcare delivery and nursing education with faculty, staff, and students. The Dean of
Allied Health collaborates with faculty regarding administrative issues, program
development, maintenance, and revision but assumes ultimate authority and
responsibility within the division for the ADNP. When necessary, the Dean of Allied
Health confers with the Vice Chancellor for Instruction about academic concerns and
vice chancellors on distance campuses regarding nonacademic issues.
The Dean of Allied Health assumes teaching responsibilities for Concepts of
Client Care Management, a one credit hour course, offered each fall semester. In
addition, the Dean of Allied Health occasionally teaches selected content throughout the
curriculum. The Dean of Allied Health chooses to participate in instruction and
37
evaluation to maintain teaching skills, assist faculty, and for personal fulfillment through
interaction with students.
The organizational chart for the Division of Allied Health in Appendix I identifies
program directors for the Medical Laboratory Technician, Phlebotomy, and Nursing
Assistant programs and a program coordinator for the Practical Nursing program.
Respective directors and the coordinator are responsible for administrative duties,
advising students, as well as individual program development, maintenance, and
revision which provide adequate time for the Dean of Allied Health to focus on these
same responsibilities for the ADNP.
The Dean of Allied Health devotes approximately 75% of her time to directing
the ADNP on all campuses. Since appointment in 2001, annual faculty evaluations
including ADNP and faculty from other allied health programs affirm the Dean of Allied
Health is effective at performing duties. These evaluations validate an ability to
effectively manage time and resources to fulfill role responsibilities. The Dean of Allied
Health received a mean score of 4.90 for “effective job performance” and 4.80 for
“duties related to having time and resources to achieve responsibilities”. A total mean
performance score of 4.66 on a scale of zero to five has been received over the last
seven years. A score between 4.25-4.75 is considered excellent. These evaluations are
available in the Dean of Allied Health’s office for review.
Criterion 1.7 With faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates for equity within the unit and among other units of the governing organization.
The Dean of Allied Health annually asks each level coordinator to obtain faculty
requests for supplies and services, travel, and capital outlay for each campus for the
next academic year. Each level coordinator compiles a list of faculty requests and
submits these to the Dean of Allied Health (Curriculum Minutes 2-19-08 & 2-20-07). The
Dean of Allied Health includes all reasonable and affordable requests in the Dean of
Allied Health’s annual budget request to the Vice Chancellor for Instruction.
Budget directors’ requests are reviewed by the Chancellor’s Cabinet (Chancellor
Cabinet Minutes 4-10-2006 & 6-13-07) and then sequentially approved by the
Chancellor, PCCUA BOV, UA President, and UA BOT as outlined in Board Policy 610 and
Administrative Procedure 610.01. Budget directors receive written budget allocations at
38
the beginning of each fiscal year in July. The Dean of Allied Health shares annual fiscal
budget allocations with all faculty at the beginning of each academic year (Faculty
Minutes 8-17-07 & 8-22-06).
In March of 2008, college administrators were faced with economic restraints
that included rising fuel costs, increasing insurance rates, a state mandated two percent
pay raise for classified staff, and projected decreasing state appropriations for FY 2009.
As a result, administration made the difficult decision to impose a 10% decrease in the
following budget categories: library holdings, supplies and services, travel, and
equipment for all budget directors. Consequently, none of the budget directors
submitted budget requests for FY 2009. Budget appropriations for FY 2009 were made
for the ADNP based on the FY 2008 budget (Chancellor’s Cabinet Minutes 4-21-08).
As a budget director, the Dean of Allied Health has authority to transfer funds as
needed from one budget category (travel, supplies and services, and capital outlay) to
another. The transfer of funds is accomplished by contacting the Vice Chancellor for
Finance and directing the change in appropriations. Furthermore, the Dean of Allied
Health is responsible for monitoring the budget and ensuring program expenditures do
not exceed allocated resources for each fiscal year.
Examples of advocating for equity outside and within the ADNP include faculty
representation on the College Salary Equity committee on exhibit. As a member of
College Council, the Dean of Allied Health also has an opportunity to provide input when
the annual college budget for all three campuses is presented to College Council
(College Council Minutes 3-1-07). Faculty and staff request supplies and services as
needed and all reasonable request are filled. The entire faculty has access to money for
professional development. Attendance at national, state, and regional conferences is
encouraged (Board Policy 367) and evident in the faculty’s and Dean of Allied Health’s
curriculum vitae on exhibit.
Criterion 1.8: Policies of the nursing education unit are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; differences are justified by the goals and outcomes of the nursing education unit.
The entire faculty agrees ADNP policies are comprehensive, provide for the
welfare of faculty and staff, and are consistent with those of the college. Policies
39
followed by ADNP faculty are set forth by the college and/or the ADNP. Policies are
publically accessible, non-discriminatory, and consistently applied. The PCCUA Board
Policies and College Procedure Manual is available on the college web page,
http://www.pccua.edu/policymanual/ and a copy is on exhibit. In addition, the
2009-2010 ADN Faculty Handbook on exhibit outlines additional policies and program
information for ADNP faculty. College and ADNP policies that differ and justifications of
those differences are found in Table 1.8.
Table 1.8 Justifications of Differences in College and ADNP Policies
Policy College Faculty
and Staff Nursing Faculty
Justification of
Difference
Dress Code Street clothes Uniform and dress code required in clinical
area
Compliance with clinical
affiliation agreements
and policies
Criminal
Background
Checks/Affidavits
None Faculty rotating
through MS clinical agencies and HRMC
must sign an affidavit denying pleading guilty
to, nolo contendere to
or being convicted of a crime.
Compliance with MS
clinical affiliation
agreement and HRMC
Clinical Affiliation
agreement
Client safety
Immunizations
and TB Testing
Proof of MMR if born
after 1957
Must provide written
proof of current Tetanus, Hepatitis B
immunization, and TB skin test/X-ray
Compliance with clinical
affiliation agreements
and policies
Liability
Insurance for
Healthcare
Providers
None All allied health faculty
are required to
purchase and maintain professional liability
insurance. The minimal amount acceptable is
$1,000,000 per claim
and $6,000,000 aggregate coverage.
Compliance with college
policy for allied health
faculty
Criterion 1.9: Records reflect that program complaints and grievances receive due process and include evidence of resolution.
NLNAC’s and ASBN’s complete contact information is published in the College
Catalog, pp. 8 and 37 as well as on the program’s web page. The ADNP defines a
complaint as any written and signed allegation concerning violation of NLNAC
40
standards or criteria for accreditation. The Dean of Allied Health formally reports any
written complaint to the Faculty Committee annually as confirmed in the Systematic
Plan for Evaluations (SPE). To facilitate due process, the Dean of Allied Health also
immediately informs faculty when any written, signed complaint is received (Faculty
Minutes, 9-4-07, 1-10-03, 1-21-03, & 2-18-03). A record of any complaint, action
taken, and resolution is maintained in the Dean of Allied Health’s office.
Since 2001, NLNAC received and notified the ADNP of one written, signed
complaint from an ADNP student. The complaint concerned the ADNP’s test review
policy, the appeals process for an academic matter, the program’s approval status with
ASBN, retention rate, and NCLEX-RN pass rate. At the time of the complaint, the Dean
of Allied Health provided a response to NLNAC with documentation refuting the
aforementioned allegations. NLNAC reviewed the documentation supplied by the Dean
of Allied Health and sent a letter (on exhibit) establishing the ADNP was in
compliance with NLNAC Standards. The complainant graduated from the ADNP in
2005. The student’s grievance file is on exhibit for review.
A written grievance policy for grading or other matters of an academic nature is
published, accessible, and followed on all campuses as described in the 2009-2010
ADN Student Handbook, pp. 61-62; PCCUA Student Handbook and Planner; PCCUA
Board Policies and College Procedure Manual, (404.06); and on the college web page.
Grievance is defined as a student’s written, signed questions regarding grades or other
matters of an academic nature. Documents on exhibit outline the nature of a
complaint or grievance and the process for resolution. In a formal Faculty Committee
meeting each year, the Dean of Allied Health reports receipt of any written grievance
(Faculty Minutes 9-2-08). However, to facilitate due process, the faculty immediately
informs the Dean of Allied Health when a student initiates a formal, written grievance.
The grievant has the sole responsibility for initiating the process, providing proof to
confirm the grievance, and requesting a formal hearing. The Academic Standards
Committee (ASC) is responsible for reviewing a formal grievance, formulating a final,
written solution for a respective grievance, and submitting a copy of the solution to
the Office of Admissions and Records for inclusion in the student’s permanent file.
Since 2001, three students have activated the grievance process. One grievant
appealed a letter grade of “EW” for excessive absence on 3-28-08 (Faculty Minutes
41
3-28-08 & 3-31-08). The ASC determined the grievant’s appeal for receiving a letter
grade of “EW” did not warrant a hearing. In 2005, two grievants appealed for
readmission to the ADNP program (Promotion and Graduation Minutes 5-23-05). One
grievant appealing for readmission aborted due process after step two of the
grievance process. The ASC determined a hearing was not justified for the second
grievant appealing for readmission. These files are in the Dean of Allied Health’s office
for review.
Disciplinary due process is defined on all campuses as a student’s failure to
comply with regulations. When a student incident results in disciplinary action, the
student due process policy is followed in accordance with Board Policy 405 and
Administrative Procedure 405.01 in the Policy and Procedure Manual. Since 2001, the
faculty has invoked the college discipline policy twice, once when a student committed
a less serious offense and once when a student committed a very serious offense
against the ADNP faculty. Both students accepted responsibility for their offenses and
neither activated the appeal process. In each instance, established college policy was
followed. Students’ files are available in the Dean of Allied Health’s office for review.
Criterion 1.10: Distance education, as defined by the nursing education unit, is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit.
The theory component of the ADNP is compressed to two distance campuses,
one in DeWitt, AR and the other in Stuttgart, AR. Both distance campuses are located in
Arkansas County within 65 miles from the HWH campus. Each distance program has an
approximate enrollment of 10 students.
Distance education is defined by the ADNP faculty on all campuses as the use of
technology to provide students with an opportunity to access nursing education via CIV
and Blackboard CE in a location convenient and conducive to achieving program and
educational outcomes. The college and the ADNP support the use of this technology as
an appropriate method of providing nursing education to students in surrounding rural,
underserved, and impoverished regions. The college administration, ADNP faculty and
Dean of Allied Health strongly believe an adequate and competent nursing workforce is
essential for the health and well-being of the communities it serves. As such, the college
42
and ADNP provide face-to-face instruction as well as distance education to produce a
competent nursing workforce. This commitment is reflected clearly in the college mission
and vision statements, definition of distance learning in the College Catalog, and in the
ADNP’s definition of distance learning and philosophy published in the 2009-2010 ADN
Student and Faculty Handbooks on exhibit and as illustrated in Table 1.10.
Table 1.10: Comparison of the ADNP’s Definition of Distance Learning and Philosophy with the College’s Mission/Vision Statements and Definition of Distance Education
Component
ADNP Definition
of Distance
Education
ADNP’s
Philosophy
College’s Mission
and Vision Statements
College’s Definition
of Distance Learning
Access “…provide
students with
access
nursing
education…”
“…to
provide
students
with an
opportunity
to access
nursing
education…”
“…provides high quality
educational
opportunities…”
“…provide accessible,
affordable education,
training, and public
services that are
consistent with the
goals and objectives of
its students and
communities it serves.”
“Processes may be
synchronous occurring
real time or
“asynchronous”
involving the access of
learning resources by
learner at any time.”
Technology ”The use of
technology…”
“Technology
is used to
provide students…”
“…provide quality
teaching, student and
public service, community
development programs, researched-based
evaluation of programs and services, and
innovative technology
to its community.”
“…delivered via a
variety of media,
including broadcast, webcast, podcast, etc.”
“…encompasses all
technologies…” “…multiple sets of
deployment methods in
the learning experience , such as written
correspondence study, interactive audio and
/or video, computer,
and other electronic technologies”
“…technology is the
tool to aid the delivery and provision of
learning opportunities”.
43
Component
ADNP Definition
of Distance Education
ADNP’s
Philosophy
College’s Mission and Vision
Statements
College’s Definition
of Distance Learning
Location “…location
that is convenient
and conducive…”
“…location
that is convenient
and conducive…”
“…multi-campus, two-
year college serving Eastern Arkansas”
“…institution in the
Delta…”
“Separation of place
and/or time between learners and learning
resources.”
Purpose “…achieving program and
educational outcomes.”
“…achieving program
and educational
outcomes.”
“…supports the economic growth of
Eastern Arkansas.”
“Partnerships… that
enhances the economic development and
quality of life in the region.”
“…learning options available for students
enrolled at the College.”
“…knowledge and skills
are acquired…”
44
Standard II: Faculty and Staff
Criterion 2.1: Full-time faculty is credentialed with a minimum of a master’s degree with a major in nursing and maintain expertise in their areas of responsibility.
There is a total of nine FT faculty on all campuses. Seventy-eight percent or
seven out of all nine FT faculty have a master’s degree in nursing and two out of nine
(22%) have a baccalaureate degree in nursing. These nine FT faculty are distributed
among the campuses; seven on the HWH campus and one on each distance campus.
By campus, six out of seven (86%) HWH faculty members have a master’s
degree in nursing. Six HWH faculty members have advanced degrees in family health,
women’s health, or nursing administration. One (14%) HWH faculty member holds a
bachelor’s degree in nursing as the highest degree. This individual will complete a
master’s degree in nursing with an emphasis in pediatrics in 2010 as illustrated in
Faculty Profile in Appendix K.
The faculty member on the DeWitt campus does not have a master’s degree in
nursing. The highest degree earned is a baccalaureate degree in nursing. This individual
will complete a master’s degree in nursing with an emphasis in family health in 2011 as
illustrated in Faculty Profile in Appendix K.
Employment for the faculty member on the Stuttgart campus will begin in August
of 2009. This individual holds two master’s of science degrees. One degree is a major in
nursing with an emphasis in psychiatric mental health and community and the other in
health education. In addition, this individual has a doctorate in education.
Level coordinators for all campuses hold a master’s degree in nursing.
Transcripts for all FT faculty as well as degree plans for faculty in graduate school are on
exhibit. All maintain an active, unencumbered license to practice in the state of
residency as a registered nurse. At the time of appointment, all had a minimum of two
years recent clinical experience working as a registered nurse in gynecology, maternity,
pediatrics, geriatrics, family, school, home health, oncology, medical-surgical,
emergency, critical care, rehabilitation, and correctional nursing. The faculty maintains
expertise through clinical practice, certification or recertification, continuing education,
attendance at seminars, item writing workshops, and graduate course work. Faculty
curriculum vitae verify some faculty work part-time in clinical settings in areas of
45
expertise during holidays, summer months, between semesters, weekends, and/or
evenings.
All faculty maintain current American Heart Association (AHA) Healthcare
Provider certification. In addition, all hold one or more of the following certifications:
AHA Basic Life Support (BLS), AHA Advanced Cardiac Life Support (ACLS), AHA Neonatal
Resuscitation (NALS), AHA Pediatric Advanced Life Support (PALS), chemotherapy
administration, board certified in family practice and legal nurse consulting, and NLN
certified as a nurse educator (CNE). One faculty is certified to teach AHA BLS.
All faculty are committed to learning across the lifespan as evidenced by
participation in self-selected professional development activities. Some activities
culminate in continuing education units (CEUs). The faculty is involved in activities to
advance individual knowledge related to theory, clinical practice, education modalities,
as well as media and technology. College administrators and the Dean of Allied Health
also support self-directed learning activities by providing resources for faculty to attend
professional development activities. For example, all faculty completed a National
Council of State Boards of Nursing item writing workshop. One faculty member serves as
an item writer for the NCLEX-RN exam. Six faculty have earned recent graduate credit in
nursing theory; research; health assessment; community concepts; law, policy, and
procedures in healthcare; administration; women’s health; as well as education,
including the use of technology to teach adults. Faculty curriculum vitae (on exhibit)
document a variety of professional development activities. Table 2.1 provides examples
of two professional development activities for each faculty in 2008-2009.
Table 2.1 Faculty Professional Development in 2008-2009
Faculty
Professional Development Activities
Campbell NLN Education Summit
NOADN National Convention
Gentry NOADN National Convention
ADNP Faculty Sharing Day
Hudson CNE Certification Course
NOADN National Convention
Marley Women’s Health National Conference
NCSBN Test Development and Item Writing
46
Faculty Professional Development Activities
McGee Mosby’s Nurse Educator Conference
NCSBN Test Development and Item Writing
Mitchell NOADN National Convention
NCSBN Test Development and Item Writing
Naylor NOADN National Convention
Mosby’s Nurse Educator Conference
Saia Mosby’s Nurse Educator Conference
Psychiatric Nursing: Delirium and Dementia
Snowden Mosby’s Nurse Educator Conference
NOADN National Convention
Steinbeck Mosby’s Nurse Educator Conference
NOADN National Convention
Stuttgart campus, Laura Meeks Festa’s employment begins August 2009. See CV on exhibit.
Criterion 2.1.1: The majority of part-time faculty are credentialed with a minimum of a master’s degree with a major in nursing; the remaining part-time faculty hold a minimum of a baccalaureate degree with a major in nursing.
A part-time (PT) faculty is not employed on either distance campus. One PT
faculty member is employed on the HWH campus. This individual works 80% time and
holds a master’s degree in nursing with an emphasis in community health. This PT
faculty meets the same expectations as FT faculty to maintain areas of expertise in
theory and clinical teaching responsibilities as evident in her curriculum vita on exhibit.
Criterion 2.1.2: Rationale is provided for utilization of faculty who do not meet the minimum credential.
Since the last NLNAC site visit, seven fully qualified, faculty members resigned or
retired. Six were from the HWH campus and one from the DeWitt campus. With
notification of each impending faculty vacancy, an extensive search began to fill
positions with academically and experientially qualified individuals. Shortly after the last
NLNAC visit, one master’s prepared applicant applied and is currently on staff. With each
subsequent vacancy, all applicants had a baccalaureate degree except for one applicant
with a master’s degree in nursing. The reference check on this master’s prepared
applicant prohibited employment. As such, only the most qualified baccalaureate
prepared applicants were employed. Collectively these individuals had extensive and
varied nursing employment histories, which complimented other faculty members’ areas
47
of expertise. As a stipulation of employment, each new faculty enrolled in courses to
complete a master’s degree in nursing and submitted a formal educational plan with a
projected completion date on exhibit. Faculty enrolled in advance degree programs are
expected to be consistently enrolled and complete degree requirements within a
reasonable time frame.
College administrators and the Dean of Allied Health recognize the importance of
having both academically and experientially qualified faculty to foster student
achievement of program and educational outcomes. As such, these administrators
support faculty pursuing advanced nursing education by providing fiscal and professional
assistance to facilitate degree completion. All baccalaureate prepared faculty pursuing
graduate nursing education are paid a FT salary at the master’s level.
All baccalaureate prepared faculty are partnered with a master’s prepared ADNP
faculty mentor. This mentor assists faculty to transition from clinical practice to nursing
education. The mentor supports professional growth in nursing education by assisting
the new faculty to become acclimated to the nurse educator role. Given the current
shortage of nurse educators coupled with the rural location of the program, college
administrators, the Dean of Allied Health, and master’s prepared faculty fully endorse
the concept of “growing our own nursing faculty” because the idea promotes advanced
education, encourages the nurse educator role, benefits the nursing profession, fosters
faculty commitment to this ADNP, and benefits communities served.
Criterion 2.2 Faculty (full- and part-time) credentials meet governing organization and state requirements.
The college requires faculty to hold a master’s degree or higher with a minimum
of 18 hours in the respective teaching field except in certain areas such as technical,
vocational, and adult education (Board Policy 370). However, both the college and ADNP
require ADNP faculty to hold a master’s degree in nursing. The rationale for employing
non master’s prepared faculty is fully explained in criterion 2.1.2. The ADNP requires at
least one year of clinical experience and completion of graduate nursing education when
the highest degree earned is a baccalaureate degree.
ASBN requires faculty teaching in an associate degree program to hold (1) an
active, unencumbered, nursing license, (2) a degree above the associate degree, and
48
(3) complete 15 continuing education contact hours from an ASBN approved provider
before each license renewal (ASBN Rules and Regulations, Chapter 6). All faculty
maintain active, unencumbered licenses to practice as registered nurses in Arkansas and
Mississippi by state or compact licensure and have one or more years of clinical
experience. All ADNP faculty have a minimum of a baccalaureate degree in nursing. The
faculty on each campus meets ASBN degree requirements to teach in an ADNP.
To maintain licensure, all faculty must have at least 15 practice-focused contact
hours of continuing education. These hours must be from an ASBN approved continuing
education provider. Some faculty meet these hours by obtaining certification or
recertification during the renewal period by an ASBN approved certifying provider or
completing an academic nursing course during the last licensing period. Table 2.2
demonstrates faculty adherence to minimum PCCUA and ASBN faculty requirements.
Table 2.2: Faculty Credentials Meeting PCCUA and ASBN Minimum Requirements
Faculty
Date of License
Expires
Highest Degree
Earned
Total
Number of Years of
Clinical Experience
as a Nurse
Total
Number of
Years of Clinical
Experience Prior to
Employment at PCCUA
ASBN Contact Hours Earned
Before the last Licensing Renewal
Campbell AR 8-31-10 MSN 19 12 52.8 Contact Hours
Gentry AR 11-30-10 MSN 22 4 23.5 Contact Hours
Hudson MS 12-31-10 MSN 31 2 36.5 Contact hours
Marley AR 8-31-10 MNSc 18 14 28.5 Contact Hours
27 Graduate Hours
McGee AR 5-31-11 BSN 11 9 39.9 Contact Hours
6 Graduate Hours
Mitchell AR 12-31-09 BSN 12 10 31 Contact Hours
Naylor AR 1-31-11 MS in
Nursing 49 20 52.7 Contact Hours
Saia AR 5-31-10 BSN 13 6 11 Contact Hours
21 Graduate Hours
Snowden AR 10-31-09 MNSc 10 6 12 Contact Hours
13 Graduate Hours
Steinbeck AR 10-31-10 MNSc 18 14 36.9 Contact Hours
13 Graduate Hours
Festa AR 3-31-09 MSN 36 36 AR Licensure Granted
in June of 2009
49
Criterion 2.3: Credentials of practice laboratory personnel are commensurate with their level of responsibilities.
The ADNP does not employ practice laboratory personnel on any campus.
Faculty is responsible for delivering both didactic and clinical instruction and evaluation
of student performance. The faculty is available during posted office hours to assist
students with skill practice. This is accomplished either in small group settings or a 1:1
student/faculty ratio. Clinical evaluation of skills competency is evaluated on a 1:1 ratio.
Responsibilities are included on faculty course loads on exhibit.
Criterion 2.4: The number and utilization of (full- and part-time) faculty ensure that program outcomes are achieved.
These number and utilization of faculty are adequate to achieve program
outcomes. The ratio of FT to PT faculty on the HWH campus is 7:1 and 1:0 on the
DeWitt and Stuttgart campuses. To effectively use faculty, the maximum number of
admissions on the HWH campus is capped at 70 students and 12 on each distance
campus.
Historically, students separate from the ADNP every semester for various
reasons, as found in the Exit Interview Survey responses on exhibit. Accordingly, the
number of students admitted to each campus may be slightly elevated to adjust for
attrition. Although the ASBN does not prescribe a faculty/student ratio for theory
courses, ASBN mandates a 1:10 faculty/student ratio in the clinical setting (ASBN Rules
and Regulations, p. 6.5). Therefore, the number of students admitted each year is
influenced by the number of qualified applicants and availability of qualified faculty and
clinical sites. During the Level I clinical course which is NG 143, Nursing Process:
Assessment, students attend campus labs to learn fundamental nursing concepts and
physical assessment. Two community clinical experiences are included at the end of NG
143. During these two capstone clinical experiences, the ASBN mandated clinical ratio is
maintained by dividing large clinical groups into smaller sections and staggering clinical
times. Tables 2.4.1 and 2.4.2 demonstrate faculty/student ratios for theory and clinical
courses on the HWH and DeWitt campuses. The Stuttgart cohort will be included in
these tables in the fall of 2009.
50
Table 2.4.1 Faculty/Student Ratio for Theory Courses
Course Section Faculty/Student Ratio
Summer 2008
NG 123H NG 123S
NG 223H NG 223S
1-Gentry 1-Gentry
1-Campbell 1-Campbell
1:13 1:1
1:13 1:2
COURSE SECTION F/S RATIO
FALL 2008
NG 113 H
NG 113 D
1-Gentry 2-Snowden
3-Steinbeck
1-Gentry 2-Snowden
3-Steinbeck
1:20 1:20
1:20
1:4 1:4
1:4
NG 133 H
NG 133 D
1-Steinbeck 2-Snowden
3-Snowden 4-Steinbeck
1:29 1:27
1:8 1:6
NG 216 H
1-Campbell
2-Marley 3-McGee
4-Naylor
1:10
1:12 1:11
1:11
NG 221 H 1-Hudson 1:39
NG 212 H
1-Campbell
2-McGee
1:18
1:21
Spring 2009
NG 124 H
NG 124 D
1-Gentry 2-Saia
3-Snowden
4-Steinbeck 1-Gentry
2-Saia 3-Snowden
4-Steinbeck
1:10 1:10
1:10
1:10 1:2
1:2 1:3
1:3
NG 226 H
Campbell 2-Marley
3-McGee
4-Naylor
1:5 1:5
1:6
1:7
NG 123 H
NG 123 D NG 123 S
1-Gentry
1-Gentry 1-Gentry
1:31
1:3 1:3
NG 222 H
1-Campbell
2-Campbell 3-Naylor
4-Naylor
1:6
1:5 1:7
1:7
51
Table 2.4.2: Faculty/Student Ratio for Clinical Courses
COURSE SECTION F/S RATIO
FALL 2008
NG 143 H
NG 143 H
NG 143 H NG 143 H
NG 143 D
1-Gentry
2-Snowden
3-Saia 4-Steinbeck
1-Mitchell
1:15 on-campus lab*
1:15 on-campus lab*
1:15 on-campus lab* 1:15 on-campus lab*
1:10 on-campus lab
NG 236 H NG 236 H
NG 236-H NG 236 H
NG 236 H
1-Campbell 2-Marley
3-McGee 4-Naylor
5-Mitchell
1:9 1:9
1:9 1:10
1:5
SPRING 2009
NG 134 H
NG 134 D
1
2-Saia
3-Snowden
4-Steinbeck
5-Marely
1-Mitchell
Cancelled
1:10
1:10
1:10
1:10
1:10
NG 246 H
1-Campbell
2-Marley 3-McGee
4-Naylor
1:6
1:6 1:7
1:7
*Faculty/student ratios for on-campus labs. See table 2.4.2 for faculty/student ratios
for two off-campus clinical experiences.
52
Table 2.4.2 Continued Faculty/Student Ratios for Two Community
Clinical Learning Experiences at the End of NG 143
Clinical Experiences
Dates Faculty/Student
Ratios
11-27-08 VS Assessment
NG 143 H 1-4
NG 143 D- 1
9-11 am-Gentry
Snowden
Steinbeck
Saia
11-1 pm-Gentry
Snowden
Steinbeck
Saia
9-11 am- Mitchell
11-1 pm- Mitchell
4:28*
4:28*
1:5*
1:5*
11-29-08 Health Fair
NG 143 H 1-4
NG 143 D 1
9-11 am Gentry
Snowden
Steinbeck
Saia
11-1 pm-Gentry
Snowden
Steinbeck
Saia
9-11 am-Mitchell
11-1 pm-Mitchell
4:28*
4:28*
1:5*
1:5*
* Sections are divided for two community clinical experiences at the end of NG 143.
Four students dropped NG 143 before these two clinical community experiences.
In addition to faculty/student ratios, faculty utilization is determined by faculty
placement within the curriculum, areas of interest, expertise, experience, and
geographic location. Assignments for teaching program content are divided equally
among the faculty, and all participate in curricular design, delivery, and evaluation.
Faculty assigned to each level take turns teaching course content. For example, four
faculty are assigned to teach NG 216 which meets 32 times during a semester. Each
faculty is responsible for approximately eight class meetings. This approach allows
faculty time for class preparation, other scholarly activities, as well as elected college
and departmental responsibilities. Students benefit from this teaching approach by
faculty teaching content in areas of experience and familiarity.
53
Administrative Procedure 364.01 outlines the process for determining each
faculty’s workload. All state employees are expected to work 40 hours a week. Fifteen of
these hours are allocated to teaching, 15 hours for instructional preparation, and 10
hours for office work. Other college commitments such as committee work are
conducted during this 40 hour work week when the faculty is not in class. Non-teaching
responsibilities such as committee work are conducted during office hours. As such, a
faculty’s teaching workload does not include non-teaching responsibilities. Each faculty
has the option to serve on college committees as well as participate in the Faculty
Association or Senate. However, all faculty are expected to attend graduation activities.
A faculty’s teaching load is determined by both credit and student contact hours.
A point system delineates when faculty meet or exceed the expected teaching load of 30
points per fall or spring semester. “Total points equal the number of credit hours taught
plus the number of contact hours taught”. Points to determine a faculty’s teaching load
are allocated as follows: (1) one point for each contact hour in the classroom (non lab
courses); (2) one point for each credit hour taught; (3) six points per semester for
student advising; (4) two-thirds of a point for each laboratory hour.
Administration is cognizant of additional responsibilities associated with nursing
education. As such, points accrued by ADNP faculty also reflect time spent grading care
plans, meeting with students, and working in the skills lab. Each ADNP faculty receives
five lab hours or 3.3 points for care plan conferences and 2.3 lab hours or 1.5 points for
time spent with students in the skills lab.
Faculty contact hours for each course are determined by the total number of
lecture hours plus lab hours multiplied by enrollment. An average number of student
contact hours is determined by taking the total number of student contact hours and
dividing this number by the number of courses or time slots taught. Table 2.4.3
provides an example of how a teaching load for a faculty teaching one HWH section of
NG 216, one HWH section of NG 236, and one HWH section of NG 212 is calculated.
54
Table 2.4.3 Teaching Load for One FT Faculty Teaching Theory
and Clinical Nursing Courses
Course Cr
Hrs
Lec
Hrs
Lab
Hrs
Enroll-
ment
Student
Contact
Hrs Regular CV
Points
Total
Points
NG 212, H1 2 2 0 10 20 4 4
NG 216, H1 6 6 0 10 60 12 12
NG 236, H1 6 1 15 10 160 12 12
Care plan conf. 5 3.3 3.3
Skills lab 2.3 1.5 1.5
Total 14 9 22.3 30 240 32.8 32.8*
Average Student Contact Hours4= 80
Overload Points5=
Other Additional Compensation6= Explain:
Overload Pay7=
Total Extra Compensation8 =
Legend
* 32.8 hours is not considered an overload for nursing faculty because three to four nursing faculty rotate teaching weeks within a given semester (team teach). Theory courses- 1 hour=1 credit Lab courses- 3 hours = 1 credit Student contact hours-Lecture hours + Lab hours x number of students enrolled Regular points- credit hours + lecture hours + 2/3 of lab hours
o 2 points per lecture credit hour o 2/3 point per lab hour
Total points - regular points + CV points Average student contact hours- total student contact hours divided by the number of courses or time slots
taught Overload points- total number of points – expected teaching load of 30 points Other additional compensation - independent study $100 per approved course, $1500 advising Overload pay=overload points x $250
In the fall of 2008, the faculty/student contact hours for four, FT faculty
teaching Level I nursing courses ranged from a total of 142 to 162 student contact
hours. The reason for this wide range is because two of the four faculty elected to teach
an additional, non-required, elective nursing course. During this same semester, student
contact hours ranged from a total of 163.3 to 164.7 for FT faculty teaching the same
number of Level III theory and clinical courses. The teaching load for ADNP faculty is
55
comparable to the faculty teaching load in a similar discipline with approximately the
same number of students and clinical requirements as illustrated in Table 2.4.4.
Table 2.4.4 Teaching Load for One FT Faculty Teaching Theory and Clinical
Phlebotomy and Medical Laboratory Technology Courses
Course Cr
Hrs
Lec
Hrs
Lab
Hrs
Enroll
-ment
Student
Contact
Hrs Regular CV
Points
Total
Points3
PLB 113 H1 3 3 1 10 40 6.67 6.67
PLB 116 H1 6 0 20 10 200 13.33 13.33
PLB 123 H1 3 3 0 10 30 6 6
MLS 114 H1 4 3 3 8 48 8 8
Total 16 9 24 38 318 34 34*
Average Student Contact Hours4= 79.5
Overload Points5=
Other Additional Compensation6= $ 0 Explain: 1
Overload Pay7=
Total Extra Compensation8 = $0
* 34 hours is not considered an overload for MLT/PLB faculty because two faculty rotate teaching weeks within a given semester (team teach).
PCCUA faculty is normally required to average at least 45 contact hours per class
to receive overload pay. However, to meet student needs or a lower student/faculty
ratio required by a regulatory group, the Chancellor may authorize compensation for
faculty having less than an average of 45 student contact hours per class. Each nursing
faculty is responsible for delivering theory content and for clinical supervision; both of
which generate student contact hours that may not average 45 hours as stated in
administrative procedure 364.01. The Chancellor has authorized all nursing faculty to
receive an additional $8,000 in compensation a year because of labor intensive clinical
teaching and time spent in campus lab supervising student critical skill acquisition. This
compensation is added to each faculty’s base salary and also serves as an incentive to
recruit and retain qualified faculty.
56
Theory and clinical teaching responsibilities are determined within each level by
collaboration among faculty members. The Stuttgart and DeWitt faculty members are
responsible for a separate cohort of distance campus students and progress with the
same cohort from admission to graduation. To maintain integrity of the curriculum,
these distance faculty supervise students during clinical rotations and teach selected
campus labs. Distance faculty is available in the CIV classroom for supervision,
reproduction, and distribution of course materials; proctoring and grading exams, as
well as recording attendance. Because of limited time to prepare for theory classes, the
faculty on each distance campus does not teach theory courses.
Freshmen and sophomore level coordinators are selected to facilitate
communication among students, faculty, and the Dean of Allied Health. All level
coordinators are master’s prepared. A coordinator for each level is appointed by the
Dean of Allied Health according to seniority, academic preparation, teaching expertise,
and experience. Level coordinators organize theory and clinical course activities among
all three campuses. Additional responsibilities are published in the 2009-2010 ADN
Faculty Handbook on exhibit. The faculty agrees the workload is equitable.
Criterion 2.5: Faculty (full- and part-time) performance reflects scholarship and evidence-based teaching, and clinical practices.
The ADNP’s definition of scholarship is derived from Boyer’s (1990) work on
scholarship. The ADNP recognizes four categories of scholarship:
Discovery of Knowledge - imparting to others evidence-based nursing practice that is derived from nursing research, analysis of data to improve nursing education and practice, and acquiring new knowledge through graduate education, and local, regional, or national conferences.
Application of Knowledge- accomplished through health related service to academic, professional, and community organizations or groups as well as nursing practice outside of the academic setting.
Teaching- the dissemination of health related information to professionals, students, and the lay public through publications, presentations, development, implementation, and evaluation of curriculum.
Integration of Knowledge- collaboration or communication with colleagues and/or other disciplines to improve the practice of nursing which includes, but is not limited, to grant writing and presentations (Billings & Halstead 2008).
57
Discovery of Knowledge
The faculty’s primary focus is on teaching theory and clinical practice. However,
the faculty acknowledges the importance of nursing research to establish a scientific
body of knowledge for nursing practice. Thus, students are introduced to the concepts
of quantitative and qualitative nursing research and the associate degree nurse’s role in
the process of collecting data and preserving human rights during the research process.
The faculty routinely uses surveys to obtain data related to the curriculum,
learning resources, as well as graduate and program performance. This data is analyzed,
aggregated, and trended by the faculty to make evidence-based decisions for program
development, maintenance, and revision.
In addition, the faculty believes academic preparation at the graduate level is
imperative to effectively fulfill the nurse educator role. All faculty members employed
with a baccalaureate degree enrolled in graduate nursing courses to acquire new
information related to advanced practice or the nurse educator role. The faculty also
holds other certification as described in criterion 2.1.
The faculty works collectively to expand opportunities for distance education as
evidenced by admission of the first ADNP cohort in the fall of 2009 to the Stuttgart
campus. The commitment to develop or strengthen distance education opportunities
requires faculty to attend local, regional, or national conferences that include new
information related to instruction, evaluation, and distance education.
Application of Knowledge
Faculty applies knowledge by disseminating information to other professionals
and the lay public to enhance community health, nursing education, and excellence in
the delivery of healthcare. The faculty has shared methods for increasing student
retention at the statewide Arkansas Association of Two Year College’s meeting and the
Arkansas Associate Degree Nursing Faculty Sharing Day. Academic service is evident
through faculty membership and/or leadership activities in organizations such as Nurse
Administrators of Nursing Education Programs (NANEP) Council, ADN NANEP Council,
Sigma Theta Tau, Nurse Council Committee at Jefferson Regional Medical Center, as
well as college, division, and departmental committees. The faculty also holds
memberships and/or leadership positions in these professional organizations: Delta
Kappa Gamma, The American Academy of Nurse Practitioners, National League for
Nursing, American Nurses Association, Arkansas Nurses Association, National
58
Organization for Associate Degree Nursing, Arkansas Association of Associate Degree
Nursing, Student Nurses Association sponsors, and National Health Services Corp
Ambassador.
The faculty serves the profession by contributing to the integrity of nursing
education and practice in varying roles that include: NLNAC site visitor, item writer for
the National Council of State Boards of Nursing (NCSBN), test reviewer for NLN
achievement exams, preceptor for new nursing graduates or hires in the clinical setting,
as well as offering community health education classes such as “American Heart
Association Lifesaver CPR”, “Prevention of Pregnancy Induced Hypertension”, and
“Growing Up and Liking It”. To assist in reducing the nursing shortage, the faculty
actively recruits individuals from surrounding areas to pursue nursing careers.
Faculty supports community organizations and events by providing knowledge,
expertise, and interventions for disaster relief for Hurricane Katrina and the Dumas, AR,
tornado victims; community prostate screening; hearing, vision, and scoliosis screening
in a local elementary school; mass flu immunization; Race for the Cure; Relay for Life;
local health fairs; and Angels of Grace domestic violence shelter.
Some of the faculty are employed in nursing positions outside of the academic
setting for personal and professional growth. Practice enhances instruction when actual
clinical scenarios are applied and correlated with information presented in theory and
clinical. Benefits of practice include maintaining competency in areas of expertise,
providing colleagues with access to new or changing practice information, and receiving
additional compensation to augment academic salaries.
Teaching
The faculty imparts information to meet diverse learning needs of individuals
through a variety of methods. The faculty uses innovative teaching strategies in the
classroom and clinical setting to accommodate various learning styles by using PDAs,
SMARTboards, Blackboard CE discussion boards, interactive case studies such as
Software for Nurses, DxR, and HESI, peer or faculty led tutoring sessions, and critical
thinking scenarios to promote active student involvement and responsibility in the
learning process.
In addition, the faculty is actively engaged in curriculum development,
maintenance, and revision. There is an established curriculum committee, and all faculty
59
are members. Curriculum Committee minutes document evidence of ongoing evaluation.
Integration of Knowledge
Through service on multidisciplinary community boards and task forces, such as
the Helena Regional Hospital Board of Trustees, Delta Health Education Center Advisory
Board, Phillips and Arkansas County Advisory Committees, and Hometown Health
Improvement Coalition, the faculty’s expertise is used to meet the healthcare needs of
communities served. Some faculty have been involved in writing grants to obtain
additional resources for innovative teaching strategies, equipment, and learning
resources, faculty development, and student scholarships.
Each faculty engages in scholarship activities congruent with personal strengths
and areas of expertise. Faculty recognizes the importance of individual diversity and
utilizes each individual’s unique strengths to collectively comprise a faculty unit that
provides a firm foundation for achieving program and educational outcomes. Table 2.5.1
provides examples of at least one, self-selected, scholarly activity for each faculty
member during the past two years.
Table 2.5.1 Faculty Scholarly Activities for 2007-2008 and 2008-2009
Faculty Discovery of
Knowledge
Application of
Knowledge Teaching
Integration of
Knowledge
Campbell
NLN Education
Summit (08)
National Health
Services Corp Ambassador (08)
Certified Nurse
Educator Certification (08-09)
IDEA Grant Writer
(08)
NOADN Convention (07)
Family Nurse Practitioner Practice
(07)
Implements Clinical Case Study Course
222 (07)
Phillips County Allied Health
Advisory Committee (07)
Gentry
NLN Education
Summit (08)
Presenter Arkansas
Faculty Sharing Day (08)
Curriculum
Committee Chair (08)
Carl Perkins Grant
Writer (08)
Drexel Nursing Education
Institute (07)
Health Fair Coordinator (08)
Certified Nurse Educator
Certification (07)
Phillips County Allied Health
Advisory Committee (07)
60
Faculty Discovery of
Knowledge
Application of
Knowledge Teaching
Integration of
Knowledge
Hudson
NOADN National Convention (08)
AR-OADN State President
(08)
Critical Thinking Web-Based
Discussion Questions (08)
HRMC Board of Trustees (08)
Drexel Nursing
Education Institute (07)
“Growing Up and
Liking It” Sex Education Classes
(07)
NG 216 Tutoring
Games (07)
Delta AHEC
Advisory Board (07)
Mitchell
NCSBN Test Item Writing Workshop
(08)
JRMC Nurse Council Member (08)
Animated Nobel Prize Blood
Compatibility Scenarios (08)
Arkansas County Allied Health
Advisory Committee (08)
NOADN National
Convention (07)
JRMC Nurse Council
Member (07)
Curriculum
Committee-DeWitt (07)
No Activity
Naylor
NOADN National
Convention (08)
Mass Flu
Immunization Participant (08)
Diabetes Interactive
Learning Lab Conducted by
Students (08)
Delta Kappa
Gamma Health Related Programs
(08)
Nurse Educator Conference (07)
ARC Disaster Relief Dumas, AR (07)
Clinical Instruction (07)
Hometown Health Coalition (07)
Marley
Women’s Health Conference (08)
Mass Flu Immunization
Participant (08)
Breast Self Exam (08)
Phillips County Allied Health
Advisory Committee (08)
Drexel Nursing
Education Institute (07)
Red Cross Disaster
Relief Dumas, AR (07)
OB Comfort Lab (07)
Phillips County
Allied Health Advisory
Committee (07)
McGee
NCSBN Test Item Writing Workshop
(08)
AATYC Presenter (08)
Cultural Diversity Student Led
Presentations (08)
Hometown Health Coalition (08)
Drexel Nursing
Education Institute (07)
Red Cross Disaster
Relief Dumas, AR (07)
Software for Nurses
Case Studies (07)
Hometown Health
Coalition (07)
Saia
Mosby Nurse
Educator Conference (08)
CPR Instructor (08)
Campus Health
Promotion Fair (08)
Military
Deployment Taskforce to
Assist Families with Deployment
(08)
Curriculum Development
Workshop (07)
Scoliosis and Vision Screening (07)
NUSC 5073 Nursing Education Practicum
(07)
Southern Good Faith Fund
Mentor (08)
61
Faculty Discovery of
Knowledge
Application of
Knowledge Teaching
Integration of
Knowledge
Snowden
Mosby Nurse Educator
Conference (08)
Student Nurses Association
Co-Sponsor (08)
Student Poster Board Presentation
on Community Resources (08)
Secondary Center Career Counselor
(08)
NOADN National
Convention (07)
Phillips County
Prostate Screening Volunteer (07)
Student Poster
Board Presentation on Domestic
Violence (07)
Southern Good
Faith Fund Mentor (07)
Steinbeck
Mosby Nurse Educator
Conference (08)
Student Nurses Association
Co-Sponsor (08)
Concept Maps on Eating Disorders
(08)
Phillips County Allied Health
Advisory Committee (08)
NOADN National
Convention (07)
Phillips County
Prostate Screening Volunteer (07)
Student Poster
Board Presentation on Domestic
Violence (07)
Southern Good
Faith Fund Mentor (07)
* Stuttgart campus-Laura Meeks Festa’s employment begins August 2009. See CV on exhibit.
Nursing research guides the faculty’s use of evidence-based teaching and clinical
practice in all nursing courses. The faculty utilizes current, published, nursing research
to guide instruction and practice. Thus, faculty selects textbooks and additional course
materials that support evidence-based instruction and practice.
Criterion 2.6: The number, utilization, and credentials of non-nurse faculty and staff are sufficient to achieve the program goals and outcomes.
The ADNP does not employ non-nurse faculty such as a nutritionist or pharmacist
to teach nursing content on any campus. This discussion will focus on ADNP staff. The
ADNP has one, FT administrative assistant who holds a high school diploma and has
earned college credit towards an associate in applied science degree. This individual is
housed on the HWH campus. Responsibilities include typing, fulfilling receptionist duties,
maintaining supplies, distributing mail, and disbursing program information. Additional
responsibilities consist of (1) scheduling and collecting documentation for the DAH,
faculty, and ADNP students on all three campuses; (2) assisting with tabulation of data
for program reports, compiling information from evaluation surveys; (3) managing
clinical affiliation agreements; as well as scheduling, administering, and forwarding to
the appropriate supervisor student completed faculty evaluation surveys. The DAH and
faculty agree this FT administrative assistant sufficiently meets the needs of the ADNP.
62
The ADNP distance programs have one PT, clerical assistant on each distance
campus. Responsibilities include typing, fulfilling receptionist duties, maintaining
supplies, distributing mail, and disbursing program information. The faculty agrees these
PT clerical assistants are sufficient to meet the clerical needs of the distance ADNPs.
A FT Distance Learning Coordinator (DLC), who holds a baccalaureate degree,
coordinates and provides technology assistance to all three campuses. A PT Distance
Learning Assistant, who holds an Associate in Arts degree, assists the DLC on the HWH
campus. A FT distance learning assistant housed on each distance campus also provides
support to assist faculty, staff, and students to effectively use distance learning
equipment. The DeWitt distance learning assistant holds an associate degree in business
administration. The Stuttgart assistant holds a Bachelor’s of Science in Education and
currently is enrolled in graduate studies in adult education at the University of Arkansas.
The DLC formally orients all ADNP students to CIV equipment use, minimum browser
requirements, and Blackboard CE testing requirements during the mandatory “Boot
Camp for Nurses” orientation program. CIV Distance Learning Survey, Blackboard CE
Survey, and Boot Camp for Nurses Survey results are on exhibit. Newly employed ADNP
faculty and staff receive the same technology training during the college’s new hire
orientation process. Faculty, staff, and students have access to the DLC and/or
respective campus assistants for continued support when technology problems arise or
changes occur (CIV Distance Learning Survey results on exhibit). The faculty agrees the
DLC and all assistants sufficiently support ADNP faculty, staff, and students to achieve
program and educational outcomes on all campuses. Information and Technology (IT)
personnel for all three campuses are shown in Table 2.6.
Table 2.6 IT Personnel in HWH, DeWitt, and Stuttgart Campuses
Campus IT personnel Employment
Status
Number per
Campus
HWH Chief Information Officer
Senior Computer Support Specialist
Computer Specialist
FT
FT
FT
1
1
3
DeWitt Computer Service Technician FT 1
Stuttgart Computer Network Administrator
Faculty/Computer Service Technician
FT
FT
1
1
Technology support staff is available to assist faculty, staff, and students on all
campuses with computer installation, maintenance, repair, as well as answer technology
63
questions or concerns. PCCUA employees submit a help desk ticket to access these
services. The service response time is adequate to meet program and educational
outcomes. Support services provided by the IT department, DLC, and distance learning
assistants are available from 8:00 am to 4:30 pm on all three campuses. An opportunity
for development is to advocate for support services after 4:30 pm.
Criterion 2.7: Faculty (full- and part-time) are oriented to and mentored in their areas of responsibilities.
College Orientation
All new employees are oriented to college policies and procedures upon
employment. A New Faculty Employee Checklist on exhibit is given to each individual
and his/her supervisor. Together the items on the checklist are discussed. When the
new employee understands an item, both individuals sign and date the checklist. The
supervisor returns the completed checklist to the Personnel Director for inclusion in the
employee’s personnel file. The Personnel Director provides new faculty with a PCCUA
Employee Handbook; shows the new employee how to access the PCCUA Policy Manual
on the college web page; and enrolls the individual in college benefit programs.
Immediately before the beginning of each academic year, the Vice Chancellor for
Instruction conducts an orientation session specifically designed to orient new faculty to
instructional policies and procedures.
ADNP Orientation
In adherence with the New Faculty Employee Orientation policy published in
2009-2010 ADN Faculty Handbook on pp. 9-12 and on exhibit, all new faculty are given
an ADN New Faculty Orientation Checklist upon employment. This checklist identifies
essential topics and subtopics every new ADNP faculty must know to effectively and
independently perform duties and responsibilities. Core curriculum documents, student
policies, clinical, faculty departmental policies, college policies, curriculum, distance
education, and assessment are major headings organizing a variety of subtopics. In
collaboration with an assigned ADNP faculty member, new faculty is oriented to each
subtopic. Once a new ADNP faculty member has a thorough understanding of a specific
area, the assigned and new faculty members sign and date the orientation form. This
form is submitted to the DAH for inclusion in the new faculty’s ADNP’s file. New Faculty
64
Employee Orientation Checklists for all ADNP faculty employed since 2003 are on
exhibit.
Mentoring
Faculty mentoring is accomplished by partnering a master’s prepared faculty with
a new faculty member for a minimum of one academic year. Partnerships are
determined by appointed responsibilities, teaching assignments, and availability. The
mentor assists the new faculty to complete the orientation checklist and supports this
individual by answering questions and/or concerns. Although faculty mentoring is
assigned a timeline of one academic year, the faculty believes mentoring should
continue throughout the duration of every faculty’s career. Therefore, a novice faculty
receives the necessary support and resources to attend professional development
activities specifically related to the role of the nurse educator. Table 2.7 illustrates new
faculty orientation partnerships since 2003.
Table 2.7: New Faculty Orientation and Mentoring Partnerships
Employment
Year
Area of Responsibility for
Faculty and New Hire Faculty New Faculty Hire
2007 Levels III and IV Geraldine Campbell* Karri Mitchell
2006 Levels I and II Shelby Gentry* Jennifer Saia
2006 Levels II, III and IV Geraldine Campbell*
Jewell Naylor* Brandy McGee
2004 Levels I and II Shelby Gentry*
Amy Hudson Heather Snowden
2004 Levels I and II Shelby Gentry*
Amy Hudson Michele Steinbeck
2004 Levels I and II Beverly Horner*
Amy Hudson LeAnne Marley
2003 Levels III and IV Jewell Naylor* Renee Moss
*Faculty assumed primary responsibility for mentoring new faculty hires
Criterion 2.8: Systematic assessment of faculty (full-and part-time) performance demonstrates competencies that are consistent with program goals and outcomes.
All FT faculty participates in the annual, mandatory evaluation process in
accordance with college policy 370.05 on exhibit. Faculty evaluation is based upon
evidence from three sources: (1) a student evaluation of instructional delivery and
design skills, (2) a teaching portfolio reviewed by the division dean and a peer review
committee, as well as (3) the dean’s evaluation of course management skills.
65
Each semester students complete a survey to evaluate faculty’s instructional
design and delivery of nursing courses. An appointed college staff member conducts the
survey to maintain student anonymity. Data for faculty on each campus is tabulated by
the Director of Assessment and Institutional Effectiveness and results are sent to the
Dean of Allied Health. Survey evaluation findings are distributed by the Dean of Allied
Health to respective faculty for review.
Every January, faculty submits portfolios to the Dean of Allied Health. Portfolios
developed by the faculty include four components: teaching, college service,
professional development, and community service. The faculty follows an established
matrix on exhibit to include specific examples of activities for each component.
The faculty being evaluated selects one faculty member from the Division of
Allied Health. The Dean of Allied Health selects a second faculty member from within the
division, and the Faculty Development Committee selects a third faculty member from
another division. These three faculty members compose a Peer Review Committee.
Evaluation of portfolios is based on four criteria: teaching, college service,
professional development, and community service. An established Peer Evaluation Tool
is used by each member of the peer review committee to evaluate the portfolio. The
same activity matrix used by faculty to develop the portfolio is used by the evaluator to
assigned points for each component on the Peer Evaluation Tool.
The Dean of Allied Health uses the Division Deans Evaluation of Faculty Member
Tool to evaluate the faculty portfolio. This tool includes the same criteria as the one
used by the Peer Review Committee but also includes additional criteria for evaluation of
course management skills. Points are accrued and weighted by the matrix. In addition to
Dean of Allied Health and peer evaluations, student evaluations are included in the total
rating for overall faculty performance.
At the conclusion of each academic year, the faculty receives a copy of an
individual overall composite rating. An annual conference is scheduled with the Dean of
Allied Health to discuss faculty performance. Faculty may either concur or elect to
appeal evaluation results. A copy of the faculty evaluation appeal process and timeline is
on exhibit.
Confidential faculty evaluations are on file in the Dean of Allied Health’s office
for review. Records confirm the expected level of achievement for all faculty to have a
66
mean composite rating greater than three on a scale of one to five for instructional
design and delivery for all courses was met on the last annual evaluation. For the 2007
academic year, the mean faculty evaluation score for all faculty was 4.92.
Prior to 2008, as requested by Director of Assessment and Institutional
Effectiveness, PT faculty only participated in student evaluation of instructional delivery
and design. The Dean of Allied Health addressed this partial evaluation process with the
Director of Assessment and Institutional Effectiveness, the Vice Chancellor for
Instruction, and ADNP faculty. Beginning in the fall of 2008, all PT allied health faculty
began to participate in the full evaluation process which includes student evaluation of
instructional delivery and design skills, Dean of Allied Health and peer review of a
teaching portfolio, and evaluation of course management skills by the Dean of Allied
Health.
Criteria 2.9: Non-nurse faculty and staff performance is regularly reviewed in accordance with the policies of the governing organization.
The ADNP does not use non-nurse faculty to teach any nursing courses. Thus,
only non-nurse support staff performance is evaluated annually. Non-nurse staff
includes one administrative assistant, one clerical assistant, the Coordinator (DLC), three
distance learning assistants, the Chief Information Officer, and technical support staff
for all campuses. Administrative and professional staff, defined as FT employees not in
faculty or classified personnel slots are evaluated annually. The performance review
consists of (1) an administrative/manger evaluation questionnaire, (2) a performance
objectives report, and (3) a professional growth and development report (Administrative
Procedure 340.02).
Administrative and clerical assistants, distance learning assistants, as well as
technical assistants are evaluated annually as classified staff according to state
regulations and guidelines. This information along with employee evaluations is available
for review in the Office of Personnel Management.
The DLC and the Chief Information Officer are evaluated by peers and the Vice
Chancellor for Instruction. The review consists of peers and the Vice Chancellor for
Instruction completing an Administrator/Manager Evaluation Questionnaire on the DLC,
(2) submission of a Performance Objectives Report by the DLC, and (3) submission of a
67
Professional Growth and Development Report. Annual performance evaluations for the
DLC are available for review in the Office of Personnel Management.
Criterion 2.10: Faculty (full and part-time) engage in ongoing development and receive support in distance education modalities including instructional methods and evaluation.
The faculty engages in distance education to provide students with an
opportunity to access nursing education in a location that is convenient and conducive to
achieving ADNP program and educational outcomes (2009-2010 ADN Faculty Handbook,
pp. 16-17). In 1998, ADNP was established on the DeWitt campus. Recently, ASBN
approved the addition of a distance campus in Stuttgart, with the first cohort to be
admitted in the fall of 2009. On October 6, 2008, NLNAC was notified in writing of this
substantive change. Dr. Nkongho responded in her December 12, 2008 letter that the
distance program in Stuttgart will be included in the full review of the ADNP during the
October 2009 visit (letters on exhibit).
Distance education requires faculty competence in modalities for delivery of
course content and evaluation of student learning. As distance education technology
progresses, faculty is challenged to remain abreast of changes and adapt instructional
methodologies and evaluation processes as needed. Faculty are provided with
continuing education and training to become familiar with new distance learning
equipment, computer software, or course delivery system with each acquisition.
The DLC is available to assist faculty with computer and CIV needs. The DLC
uploads class rosters into Blackboard CE, schedules CIV class times, conducts and/or
schedules repairs and maintenance of distance education equipment, and orders and
supervises the installation of new distance education equipment for all campuses. The
DLC is assisted by a PT distance learning assistant on the HWH campus and by two FT
assistants. One is on the Stuttgart campus and the other on the DeWitt campus. Faculty
can also access technical support by submitting requests to the Information and
Technology (IT) department via the Intranet. IT personnel include the Chief Information
Officer and three FT technicians on the HWH campus, one FT technician on the DeWitt
campus, and two full-time technicians on the Stuttgart campus. These personnel are
available to assist with computer installation, maintenance, repair, as well as answer
technology questions or concerns during working hours.
68
In addition to college offered technology training workshops, the faculty has
attended local, state, and national conferences or workshops or graduate courses that
focus on nursing education, including distance education modalities. Faculty choose
breakout sessions on teaching strategies, technological advances, active learning, virtual
learning communities, simulation lab experiences, and evaluation methods that enhance
instruction and engage students in the conventional classroom, as well as the distance
classrooms. Table 2.10 summarizes faculty attendance at conferences, college
workshops, and graduate courses offering distance education learning opportunities.
Table 2.10 Faculty Development Activities Related to Distance Education Modalities
Faculty Distance Education Activity for Faculty Development
Campbell PCCUA Orientation Workshop for Blackboard CE
Blackboard CE Workshop
Gentry PCCUA Orientation Workshop for Blackboard CE
Compressed Interactive Workshop
Hudson Arkansas Faculty Sharing Day PowerPoint Presentation
Training Today for Tomorrow’s Technology
Marley Arkansas Faculty Sharing Day PowerPoint Presentation
Training Today for Tomorrow’s Technology
McGee Mosby Nurse Educator’s Conference
E Learning: Teaching and Learning in an Online Classroom
Mitchell PCCUA Orientation Workshop for Blackboard CE
Blackboard CE Workshop
Naylor Mosby Nurse Educator’s Conference
E Learning: Teaching and Learning in an Online Classroom
Saia Technology in Adult Education Practicum, NUSC 5093, UAMS
Snowden Technology in Adult Education, NUSC 5083, UAMS
Steinbeck Technology in Adult Education Practicum, NUSC 5093, UAMS
69
Standard III: Students
Criterion 3.1 Student policies of the nursing education unit are congruent with those of the governing organization, publicly accessible, nondiscriminatory, and consistently applied; differences are justified by the goals and outcomes of the nursing education unit.
The same college and program policies govern students on all three campuses.
College policy is accessible publicly to all students in print and web format. The College
Catalog contains policies concerning admission, student services, financial aid,
scholarships, academic regulations and issues, graduation requirements, programs of
study along with curricula and course descriptions, and information about college
personnel. Students may obtain a College Catalog from admissions, student services,
financial aid offices and on display shelves in the lobby of each administration suite on
all three campuses. The catalog is available to all students on the college web. During
registration each semester, a PCCUA Student Handbook and Planner (on exhibit) is
offered to all students. This publication includes student policies related to attendance,
withdrawal, financial aid probation, refund, Disability Act, FERPA, drug and alcohol use,
sexual harassment, due process, disciplinary action, dishonesty, and acceptable
electronic communication.
In addition to the College Catalog and Student Handbook and Planner, the ADNP
has specific program policies. Admission policies are available in the College Catalog,
program’s ADN Information Packet, as well as on the program’s web page. A
comprehensive collection of additional policies is published in the 2009-2010 ADN
Student Handbook. This handbook is distributed to all students at the beginning of each
fall semester and upon readmission. Students are allowed ample time to read the
handbook. Faculty addresses student questions or concerns before students sign a
statement that they understand and agree to abide by the policies of the ADNP. This
statement is included in each student’s administrative file. All college and program
policies are nondiscriminatory and applied on all campuses as evident in student files
available for review.
Although the ADNP is an integral part of the college and abides by many of the
college’s policies, some policies are different. These differences are justified by the goals
70
and outcomes of the ADNP. Table 3.1 summarizes the justification of differences
between specified college and ADNP policies.
Table 3.1 Justification of Differences in Specified College and ADNP Policies
Policy College Nursing Justification of
Difference
Admission
3 types of admission:
conditional
unconditional
noncredit
ACT/SAT, ASSET/Compass used
for placement
Unconditional
Ready for college level courses
Separate application to nursing
program
Pre-requisite: Minimum grade of
“C” in BY 154, 164, and 224 within the last 5 years unless an exception
was granted by the Promotion and Graduation Committee for an
individual whose science courses
were older than 5 years and who provided proof of a bachelor’s
degree or higher in a related healthcare field and proof of recent
full-time employment in that respective healthcare field.
MS 123, College Algebra (F 09)
Readmission Policy
Alternate Admission Policy
Enhance success for
meeting nursing
program and educational
outcomes
Readmission
Unlimited number of readmissions to general
education courses
Limited to once per level not to
exceed a total of two readmissions for the entire program
Enhance success for achieving
educational
outcomes and passing NCLEX-RN
Tuition and Fees
Tuition Phillips/Arkansas
Co. residents
Out of district Arkansas residents
(specified
Mississippi counties included)
Non-Arkansas
residents Technical fee
Publication fee
Lab fee
MMR Immunization
Additional costs Liability insurance
NLN testing fees
HESI mid-curricular exam and exit
exam retesting
Uniforms/supplies/equipment bags
Transportation to and from clinical
experiences and lodging on occasion
Annual health statement
TB skin test
Current Tetanus, Hepatitis B
immunizations CPR certification
Substance abuse testing
Criminal background check
state/federal
Fulfill program
purposes
Safety of client and
student Conform to
regulations of
healthcare facilities Required by ARSBN
for licensure
71
Policy College Nursing Justification of
Difference
Equal Education
Opportunity
If a student has special
needs, the College is
notified and
arrangements will be made
Disability Policy
Students must possess attributes and be able
to perform essential core activities identified by the National Council of State Boards of
Nursing
Protect client and student safety
Disability Policy
The student must identify
disability
within the first two weeks of
course instruction to
guarantee placement
with a professional
advisor who
can assist with meeting
the student’s needs.
Self-disclosure is required at least two weeks
prior to enrollment in each semester of the nursing program if the student wishes to
request and receive reasonable accommodation.
Provide student with best
opportunity for
successful program
completion.
Progression
D is the lowest
passing grade
for general education
college credit courses
No limitation
on repeating courses
Advisor-
directed studies
program
Must maintain a minimum of “C” or better in
nursing, math, and science courses to progress
Excluding NG 123, may repeat nursing
courses only once Learning contract required before
readmission students may enroll in respective
nursing course
90% on math competency to progress to Level II
Increase likelihood of passing NCLEX-
RN
Audit
Students may
audit all
general education
courses after declaring that
intention during
enrollment
NG 143, NG 134, NG 236, NG 246 cannot be
audited
ASBN mandated
1:10
faculty/student ratio and limited
clinical space
72
Policy College Nursing Justification of
Difference
Credit for Degree
Requirement
No limit for utilization of
courses for degree
requirements
Once admitted to the nursing program,
students must complete the required curricular pattern within 150% of the time
(6 semesters) Math and science courses taken more than
5 years prior to admission to the nursing
program must be repeated. Exception for individuals whose Anatomy and Physiology
I and II is older than 5 years may be made
by the Promotion and Graduation Committee when the individual provides
proof of a bachelor’s degree or higher in a related healthcare field and proof of recent
full-time employment in that respective healthcare field.
Excluding NG 123, only one repetition per
level of required nursing courses is allowed not exceeding a total of two repetitions for
the entire program.
Increase likelihood of program success
and passing NCLEX-RN on the first write.
Prevent unnecessary repetition of
courses.
Dress Code
Street clothes Uniform and dress code required in
clinical area
Compliance with clinical affiliation
agreements and policies
Clinical
unsafe
None unless
per specific program
One documented violation of safe
practice results in suspension until
review
Protect client safety
and allow student learning
Academic Appeal for a
Clinical Unsafe
Appeal must be filed
within 10 days
following the end of the
semester
Violation of safe practice must be
appealed within 1 working day
Prevents excessive absence in clinical
area during appeal process
Substance Abuse
Testing
No requirement
Required for first-time admission Compliance with clinical affiliation
agreement
Client safety
Criminal
Background Checks/
Affidavits
No
requirement
Students rotating through AR and MS
clinical agencies must sign an affidavit
denying pleading guilty to or being convicted of a crime.
Compliance with
clinical affiliation agreement
Client safety
Graduation
Requirements
Minimum of
64 credit hours
required for
associate degree
72 credit hours required for AAS in
nursing
Satisfy program
requirements
Academic Schedules
Four day class
schedule (M-
TH)
Five day class schedule (M-F) Student preference Improve retention
and graduation
rates Clinical availability
73
Policy College Nursing Justification of
Difference
Withdrawal Students may
elect to withdraw
from most general
education
courses without
having to withdraw
from other
general education
courses
A student who withdraws or is dropped
from one nursing course must withdraw
from co-requisite nursing courses
Theory and clinical
courses must be taken concurrently
to allow for implementation of
theoretical
knowledge in the clinical setting
Criterion 3.2 Student services are commensurate with the needs of students pursuing or completing the associate degree program, including those receiving instruction using alternative methods of delivery.
Student services are commensurate with the needs of students and are available
on all three campuses for students pursuing or completing the ADNP by traditional or
CIV instruction. Student service programs are designed to support and foster academic
success. Services include, but are not limited to, advising, financial aid, Title III and IV,
student support services, Career Pathways, and career placement.
The Vice Chancellor for Student Services and Registrar is responsible for and
oversees all student services. He serves all three campuses in this capacity. Available
student support services are published in the College Catalog, Student Handbook and
Planner, web site, bulletin boards, and 2009-2010 ADN Student Handbook. Professional
staff providing student services, including the office location, is available to students in
the College Catalog, PCCUA Student Handbook and Planner, and the 2009-2010 ADN
Student Handbook.
An advisement center is located on the HWH campus with satellite offices in the
main building on the DeWitt and Stuttgart campuses. The Vice Chancellor for Student
Services and Registrar is housed on the HWH campus and coordinates advising services
on all campuses. The college has two types of advisors, professional and academic.
There are two professional advisors, one on the DeWitt campus and the other on the
Stuttgart campus. Their primary responsibility is to advise all college students, which
74
includes those students declared as pre-nursing majors. Services provided by a
professional advisor on the distance campuses are provided by an academic advisor on
the HWH campus. Each campus has designated academic advisors who advise students
and have additional teaching or college responsibilities. Academic (deans and faculty)
advisors receive $1,500 per semester for this added responsibility. Both professional and
academic advisors attend advising in-services and have a copy of the Advising
Handbook. All advisors have access to student records and files through Datatel, a
college-wide software program.
During registration, each student is assigned an academic or professional advisor
on his or her respective campus. These individuals assist students with course
recommendations and the registration process. Courses are added and dropped as
appropriate. A change of major forms is completed when a student finishes
developmental work, completes the required pre-requisites, or changes a major.
Advisors also listen to student concerns, complete degree audit forms, and contact
students at risk for academic failure.
Once students on any campus are admitted to the nursing program, they are
assigned to either the Dean of Allied Health or the ADNP faculty advisor on the HWH
campus. These two individuals typically enroll ADNP students on each campus in
appropriate courses. Students may pre-register via phone, schedule appointments, or
enroll in courses during formal registration on the HWH campus.
A variety of federal, state, and local financial assistance opportunities are
available to nursing students under the same regulations as other college students
(College Catalog pp. 17-22). Students are encouraged to apply for scholarships and
loans from area hospitals and other organizations to finance their educational
endeavors. Although the ADNP faculty is not directly involved with the allocation of
monetary awards, the faculty assists students with the procurement of nursing
scholarships. For example, the faculty may refer or write a letter of support for students
seeking a scholarship.
The Title III grant program strengthens students’ developmental skills and
successes in college courses by providing opportunities for free tutoring. In addition,
grant monies are used to strengthen graduation rates. For example, Title III monies
75
paid for HESI specialty exams to prepare nursing students to take the HESI Exit-RN
Exam.
Title IV Student Support Services (SSS) is a federal program. It focuses on
promoting the success of low income, disabled, and first generation college students on
each campus. Specifically, the goals of SSS are to increase rates for retention and
graduation as well as transfer to four-year institutions.
Arkansas Career Pathways supports students on each campus who are parents
with an underage child who also meet additional program criteria. Students are provided
with additional advising services, assistance with employment, supplemental tutoring,
employment skills, access to additional computer labs, and financial support. For
example, Career Pathways students may receive stipends for gas and childcare services.
Career Services provides individual counseling sessions to all interested students
on each campus who are undecided about career goals or unsure about employment
opportunities. To increase exposure to employment opportunities, career fairs are
hosted by each campus. The ADNP annually sponsors a Career Fair for all nursing
students. Local and regional representatives are invited to present career opportunities
to students. Table 3.2 identifies the variety of support services discussed, the individual
responsible for the service on each campus, as well as the individual’s qualifications.
Table 3.2 Qualifications of Administrators of Student Support Services
Support Service Administrator Qualification
Advising
Helena-West Helena
DeWitt
Stuttgart
Lynn Boone Vice Chancellor for Student
Services and Registrar
Phyllis Fullerton
Professional Advisor
Terry Simpson Student Services
Professional Advisor
MACT, SCT
BS Elementary Education
MS School Counseling
Financial Aid
Helena-West Helena
DeWitt
Stuttgart
Barbara Stevenson Director of Financial Aid
Glenda Allen
Toni Carter
Master’s in Education
AAS Business & General Ed
AAS Computer Technology
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Support Service Administrator Qualification
Title III All Campuses
Susan Carter, Title III Coordinator
Leroy Cook, Title III Activity
Director
John Dulaney, Title III Education Tech Specialist
MS Secondary Counseling
BS, Master’s in Rehabilitative
Counseling
BS in Technology
Title IV Student Support Services
Helena-West Helena
DeWitt
Stuttgart
Carolyn Quarrells Director of Student Support
Services
Scarlet Laster
Sonya Allen-Jones
Master’s in Rehabilitative Counseling
AAS in Business Administration
AAS in Early Childhood
Education
Career Services
Helena-West Helena
DeWitt
Stuttgart
Lynn Boone
Vice Chancellor for Student Services and Registrar
Glenda Allen
Terry Simpson
MACT, SCT
AAS in Business
MS School Counseling
Career Pathways
Helena-West Helena
DeWitt
Stuttgart
Kim Rawls
Director of Career Pathways
Arnetta Clark
Gracie Jemerson
Philomenia Allen
Master’s in Education
AA Law and Social Science AAS Behavioral Health
Technology
BS in Psychology
Graduate work in Rehab Counseling
Paraprofessional
Completing degree requirements for AA in 2010
***Administrators of Respective Student Services on all campuses is bolded
Criterion 3.3 Student educational and financial records are in compliance with the policies of the governing organization and state and federal guidelines.
Student educational and financial records are maintained according to the
college, state, and federal guidelines. College policies are established regarding
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maintenance of educational and financial records. ADNP faculty adheres to board policy
404 and 340.03 that includes the Arkansas Statue 16-801-16-801 known as the
Information Practices Act. In addition, faculty abides by the guidelines set forth in
FERPA. In accordance with PCCUA Board policy 404, official ink or electronic grade
books for nursing courses are housed in the office of the Dean of Allied Health for a
minimum of three years. Academic files on each campus contain all graded course
materials except for unit and final exams, which are given electronically via Blackboard
CE and maintained for one additional semester before being deleted from the system.
Academic files are housed in a secure location in the appropriate faculty’s office
until the student’s final grade is submitted at the end of the semester. Once the final
grade is submitted, academic files from each campus are transferred to a locked file in
the nursing clerical office on the HWH campus and remain there for one additional
semester before being destroyed. In contrast, student files containing personal
information such as application for admission, health records, and formal communication
for all students are maintained indefinitely in a locked file in the administrative suite on
the HWH campus.
The college and ADNP faculty comply with FERPA. Students may inspect and
review all educational records. Such information is not released to third parties without
the student’s written consent. Directory information may be released unless the student
requests that it be withheld. Information related to FERPA is disseminated to students in
the 2009-2010 ADN Student Handbook, all course syllabi, and in program web
information.
The Office of Financial Aid adheres to FERPA and the Financial Aid Policies and
Procedures Manual regarding maintenance of financial records. Historically, the HWH
Office of Financial Aid indefinitely maintains confidential student financial records for
students on all campuses. The college also complies with the Crime Awareness and
Campus Security Act by annually publishing on-campus crimes and occurrences in the
Schedule of Classes on exhibit. Published documents for crime awareness and campus
security are reviewed by the ADNP Assessment Committee every three years.
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Criterion 3.4 Compliance with Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained.
Compliance for continued eligibility for Title IV funds is determined by an annual
state audit. The ADNP Assessment Committee annually contacts the Director of Financial
Aid to determine the college’s annual student default rate. Since 2003, the PCCUA
default rate has not exceeded 20 percent, which is less than the maximum allowed as
shown in Table 3.4.
Table 3.4 Title IV Monetary Awards and Annual Default Rate
Fiscal Year Total
Monetary Awards Default Rate
FY 2003 $4,000,000 13.5% (Official)
FY 2004 $3,605,114 15.9% (Official)
FY 2005 $3,651,741 16.1% (Official)
FY 2006 $3,115,668 9.8% (Official)
FY 2007 $3,507,902 8.6% (Unofficial)
FY 2008 Not yet available Not yet available
Criterion 3.4.1 A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is available.
The college has an established, comprehensive, written loan repayment
program. The same program is followed on each campus and includes information about
the loan, entrance and exit counseling, monitoring, and cooperation with lenders.
College financial aid officers answer student questions and assist students to apply for
financial aid. All students seeking federal aid are given two documents published by the
US Department of Education: Financial Aid: The Student Guide and How to Pay for
College. These publications explain to students the application process, eligibility
requirements, timelines, and specific types of federal grants and loans. After students
complete the application process, students make an appointment for an entrance
counseling session with a financial aid officer. Students receiving financial aid who
transfer from another institution to PCCUA also attend the college’s entrance counseling
session. Students on all campuses schedule an exit counseling session at the time of
graduation or before transferring to another academic institution. All personal counseling
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sessions are scheduled through the Financial Aid Office. Policies as well as entrance and
exit counseling forms are on exhibit.
The college has a student financial aid exception policy, which is monitored by
the Financial Aid Exceptions Committee. This policy addresses financial aid options for
students who do not meet GPA requirements or have enrolled in 100 or more credit
hours. Student appeals and committee decisions are confidential. When a student
applies for a student loan, the lending institution performs a credit check. When a
student with a poor credit history is denied a student loan, the college abides by this
decision.
Criterion 3.4.2 Students are informed of their ethical responsibilities regarding financial assistance.
All students on each campus receive information concerning ethical
responsibilities associated with financial assistance during an entrance and exit
counseling session. During the entrance counseling session, students receive information
from a financial aid officer about the student’s ethical and financial obligation for
receiving a loan, enrollment status, process for scheduling an exit interview, when loan
repayment begins, minimum monthly payment with the loan percentage rate, reasons
for loan cancellation or deferral, repercussions for loan default, and personal contact
information. At the end of this session, students sign a Master Promissory note, which is
kept on file by the lender and in the college’s financial aid office. During the Exit
Interview, a financial aid officer reviews ethical and financial information provided during
entrance counseling and also provides students with a total loan amount, estimated
monthly payments, process for loan repayment, a website for further exit counseling,
and a default and loan information pamphlet.
Criterion 3.5: Integrity and consistency exist for all information intended to inform the public including program’s accreditation status and NLNAC contact information.
Information informing the public about the ADNP is accurate and consistent. This
information is available through various resources. These include the College Catalog,
the Division of Allied Health web page, PCCUA Student Handbook and Planner,
2009-2010 ADN Student Handbook, Program of Study Recruitment Brochure,
prospective ADN Student Information Packet, and syllabi. The ADNP’s ASBN approval
and NLNAC accreditation status along with contact information is published in the
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College Catalog, the ADNP’s web page, and 2009-2010 ADN Student Information Packet.
These documents are available on each campus to the public and students upon
request. These resources are reviewed annually by the faculty for integrity and
consistency of the ADNP information and revisions are made as needed. Each document
includes a revision date to ensure information provided is current. For example, the
faculty reviews ADNP information in the College Catalog annually in April. The Dean of
Allied Health makes appropriate additions, deletions, or revisions during the summer
months. This draft is submitted to the designated professional staff annually in October.
See the SPE to review tables 3.5.1 validating the integrity and consistency of information
intended to inform the public about the program including approval and accreditation
status as well as contact information for ASBN and NLNAC. In addition to verifying
information for the public about the program and its approval and accreditation status,
the faculty reviews annually all information published in nursing course syllabi. See SPE
tables 3.5.2 and 3.5.3. This is done to verify the accuracy and consistency of information
intended for student use.
Criterion 3.6: Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner.
Upon adoption by the faculty, changes in policies, procedures, program
information, and expectations are communicated clearly with students and/or to
prospective students via the College Catalog, ADN Information Packet, ADNP web page,
ADNP Student Handbook, and class announcements. Individuals interested in enrolling
or seeking readmission in the ADNP are responsible for contacting the Dean of Allied
Health or checking documents regularly for additions, deletions, or revision of policy,
procedures, program information, and expectations (2009-2010 ADN Student Handbook,
pp. 63-64).
The aforementioned documents are assessed annually for clarity and consistency
at the end of each academic year or with change. Any revision made at this time is
communicated to students. The faculty endeavor to be proactive in making changes, so
changes are implemented usually at the beginning of a new academic year.
Occasionally, a change may be made at the beginning of a new semester. The following
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are three examples of policy, procedure, or program information changes and the
manner in which change was communicated to students.
(1) Policy changes are shared with students via the ADN Student Handbook. The
handbook is published annually to include policy additions, deletions, or revisions
(Faculty Committee Minutes 3-4-08). Students receive a handbook at the beginning of
each academic year or upon readmission. A designated period of time is allocated for
students to read the handbook, sign, and submit the Student Handbook Signature form
to respective faculty. This signed form is included in students’ permanent files.
(2) Based on assessment findings related to HESI scores and the NCLEX-RN pass
rate on the first attempt, faculty voted in the spring of 2004 to increase the required
score from 850 to 900 on the Level II HESI Custom and Level IV HESI EXIT-RN exams
effective in the spring of 2005. This change was communicated initially to students in
three ways. First, faculty notified students about the policy change via a class
announcement in October of 2004. Second, faculty gave students a written copy of the
revised HESI policy. Faculty reviewed the policy with students, clarified questions, and
asked students to sign a written statement (on exhibit) in October of 2004 attesting to
notification and understanding of HESI policy changes. Third, changes were posted in
fall of 2004 to the ADNP’s web page. Accordingly, the revised HESI policy was included
in spring 2005 Level II, NG 134, and Level IV, NG 246 course syllabi.
(3) Incremental changes in required pre-requisites for admission to the ADNP,
which include all science courses and college algebra, were initiated in fall of 2007 and
completed in fall of 2009. These future changes were communicated to prospective
students beginning with the 2007-2008 College Catalog, ADN Program Information
Packet and program brochure, as well as on the Allied Health web page.
Criterion 3.7: Orientation to technology is provided and technological support is available to students, including those receiving instruction via alternative methods of delivery.
All students on each campus are provided with a PCCUA Student Handbook and
Planner that contains CIV guidelines and instructions for utilizing and managing student
e-mails accounts and other web services such as Web Advisor and Blackboard CE. This
booklet also contains information on how to enroll in Internet support courses.
The ADNP faculty uses CIV instruction to deliver theory to distance campuses
and the college web to enhance theory and clinical course instruction for students on all
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campuses. To facilitate effective use of technology, the ADNP also has included specific
technology guidelines that are adapted from college guidelines but are specific to
nursing students.
The 2009-2010 ADN Student Handbook on exhibit includes information related to
supported browsers, Student Guidelines for CIV Instruction and Blackboard CE, as well
as a Blackboard CE Testing Policy. Orientation to CIV Instruction includes availability of
a CIV faculty and/or proctor, the means for student participation, availability of handouts
and materials, process for submitting course work, the policy for submitting late course
work, and management of equipment malfunctions.
Blackboard CE guidelines include information on course access, navigation,
e-mail and links, attachments, and testing. The 2009-2010 ADN Student Handbook
contains a testing policy and a set of Blackboard CE testing guidelines. The ADNP’s
testing policy informs students about the purpose of online testing, the exam format,
time allocated for testing, consequences for failing to submit a test on time, and grading
procedures. Blackboard CE Testing Guidelines provide information specific to using
Blackboard CE to take unit and final exams. Guidelines include accessing the server,
privacy protection, troubleshooting for server malfunction, and policies for ensuring
exam integrity if the server fails.
The Distance Learning Coordinator formally orients all ADNP students to CIV
equipment use, minimum browser requirements, and Blackboard CE testing
requirements during the mandatory “Boot Camp for Nurses” orientation program.
Faculty assists new and readmission students to use these technologies during the first
two weeks of the fall semester and throughout the semester for clarification when
students have additional questions or concerns. When a student transfers or challenges
for advanced placement, the faculty orients these students at the beginning of the
respective semester. When a faculty is absent on the distance campus, technology
support is available on each distance campus by a FT distance-learning assistant.
Students on a distance campus evaluate effectiveness of orientation to technology and
availability of technical support by completing the same surveys biannually as HWH
students. Technology support is available from 8:00 am to 4:30 pm Monday through
Friday. An opportunity for development is to advocate for evening and weekend
technical support for students and faculty.
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Students are asked biannually to complete CIV Equipment/Instruction and
Blackboard CE surveys on exhibit. Both surveys include items related to orientation and
technical support. Since 2007, students on the HWH and DeWitt campus have
consistently expressed satisfaction with orientation and technology support to CIV and
Blackboard CE as found in the Survey Book on exhibit.
Only students assigned to a clinical rotation at Jefferson Regional Medical
Center(JRMC) utilize an electronic documentation system. A JRMC Clinical Applications
Team trains ADNP faculty to use this system. In turn, the ADNP faculty is responsible for
training students to electronically document client care. Clinical Applications Team
members are available to answer questions or address problems from 8:00 am to 5:00
pm Monday through Friday. After hours and on weekends, assistance is available
through a call rotation schedule. Numbers for the Clinical Application Team and
Information and Technology are posted on all units for easy accessibility.
Criterion 3.8 Information related to technology requirements and policies specific to distance education is clear, accurate, consistent, and accessible.
Information related to technology requirements, policies, and fees specific to
distance education is clear, accurate, consistent, and accessible to students on each
campus. The technological requirements and policies specific to distance education are
the same for students on all campuses. Students on distance campuses are provided
with the same technology guidelines, and follow the same technology policies as HWH
students. All students on distance campuses attend the same “Boot Camp for Nurses”
orientation session and receive the same written policy and guidelines published in the
PCCUA Student Handbook and Planner and 2009-2010 ADN Student Handbook as HWH
students. Technology fees are stated clearly in the College Catalog on p. 11 and applied
to all students.
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Standard IV: Curriculum
Criterion 4.1 The curriculum incorporates established professional standards,
guidelines, and competencies; and has clearly articulated
student learning and program outcomes.
Professional standards, guidelines, and competencies are incorporated
throughout the curriculum. ANA Standards of Professional Practice, the Nurse Practice Act,
American Nurses Association Code of Ethics, Joint Commission on Accreditation of
Healthcare Organizations are professional standards emphasized throughout the
curriculum. Specific guidelines, standards, protocols, and mandates set forth by
professional associations, healthcare organizations, and government entities are
incorporated throughout the curriculum to promote best healthcare practices. Specific
examples of each are given in Table 4.1.
Table 4.1 Examples of Content Taught Based on Professional Standards/Guidelines
Nursing Course
Professional Standards and Guidelines
Example of Content Presented
NG 113 ANA Code of Ethics ANA Standards of Practice
HIPAA The Nurse Practice Act Patient Self-Determination Act
Respect dignity and worth of every
client
Scope, function and role of the nurse
in practice Client confidentiality
Purpose/functions of
Advanced directives
NG 143 Joint Commission on Accreditation
of Health Care Organizations
Documentation Standards Center for Disease Control and
Prevention: Respiratory Guidelines
American Nurses Association Standards of Practice
Use approved abbreviations
Airborne precautions
NANDA diagnosis based on
assessment
NG 124 American Nurses Association: Psychiatric Standards of Practice
Pain Intensity and Wong Baker
FACES Pain Scale
Purpose/use of Tarasoff Act (Duty to
Warn) Age appropriate pain assessment
tools
NG 134 American Nurses Association Standards of Practice
Occupational, Safety and Health
Administration Recommendations for Needle Stick Injuries
American Nurses Association Standards of Practice: Nursing Process
Six rights for administering
medications
Use safety needles and do not recap
needles
Develop a plan of care based on
assessment data and nursing diagnosis
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Nursing Course
Professional Standards and Guidelines
Example of Content Presented
NG 123 United States Department of
Agriculture MYPyramid
Food and Drug Administration Food
Labels
Food types, servings, and activity
guidelines
Use of nutrition facts panel on food
labels
NG 216 American Nurses Association Standards of Practice: Cost Effective Care
Advisory Committee on
Immunization Practices Guidelines
Referral for diabetic foot care
Schedules for child and adult
immunizations
NG 236 Joint Commission on Accreditation of Health Care Organizations Standards: Restraints
Association of Women’s Health,
Obstetric and Neonatal Nurses Guidelines
American Gastroenterologic
Association Guidelines American Nurses Association
Standards of Practice
Alternative to and application of
restraints
Internal and external fetal heart
monitoring
X-ray to verify correct feeding tube
placement Implement a nursing plan of care
NG 221 ASBN Rules and Regulations American Nurses Association Code
of Ethics
Delegation of nursing care to
licensed/ unlicensed personnel
Violation by boundary crossing and
chemical impairment
NG 226 American Heart Association CPR
American Cancer Society Screening
Guidelines
Oncological Nursing Society
Guidelines
CPR for infants, children and adults
Seven warning signs of cancer
Check lab values before, during and
after treatment
NG 246 ANA Standards of Practice
American Association of Respiratory
Care Guidelines
American Association of
Neuroscience Nurses Guidelines
Evaluate progress toward attainment
of outcomes Postural drainage of lungs
Intracranial pressure monitoring
The curriculum includes an established program philosophy and conceptual
framework identifying nine major curricular concepts: nursing process, needs, roles,
nursing behaviors, stress, health, development, client, and communication. Program and
educational outcomes, as well as level, course, and class objectives are derived from the
philosophy and conceptual framework. Level, course, and class objectives successively
advance in complexity to move the student toward accomplishing program and
educational outcomes. The six program outcomes address program completion,
performance on NCLEX-RN, rates of employment, patterns of employment, graduate
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satisfaction, and employer satisfaction. These performance indicators measure program
effectiveness.
Level IV objectives are written to measure knowledge and skills every student is
expected to exhibit at graduation and thus, are also the program’s educational
outcomes. Each level has statements of expectations each student must meet to
progress. These expectations are written in measureable terms as level, course, and
class objectives. Three documents inform students of program outcomes and objectives.
The 2009-2010 ADN Student Handbook on exhibit contains program and educational
outcomes, as well as level objectives. All syllabi on exhibit contain respective level and
course objectives. Course outlines on exhibit include respective class objectives. Table
4.1.2 identifies specific educational outcomes and level objectives each student must
meet to progress to the next level or graduation. This table begins with the educational
outcomes which are also the Level IV objectives followed by Levels III, II, and I
objectives.
Table 4.1.2 ADNP Educational Outcomes and Level Objectives and from Levels IV to I
Courses ADNP Level IV Objectives and Educational Outcomes
NG 226, 246 Nursing Process/Needs Apply all phases of the nursing process and the human needs hierarchy to
prioritize nursing care, with emphasis on oxygenation, and safety needs.
Nursing Behaviors Integrate professional standards as a provider and manager of care to provide
collaborative therapeutic interventions for a group of clients.
Health Promote health of the individual, family, and community through the practice
of supportive, restorative, and preventive nursing behaviors.
Stress Demonstrate client advocacy when interfacing with the healthcare team to
promote client adaptation to stress related to maturational, situational, or life
threatening crises. Client/Development
Foster attainment of developmental tasks across the lifespan to strengthen
culturally diverse individuals, families, and communities.
Communication Employ therapeutic communication with clients of all ages, their families, and
the healthcare team to collaborate, organize, delegate, and advocate for the
provision of care. Health
Advocate for health within a community’s social, economic, and political
arenas.
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ADNP Level III Objectives
NG 216, 236,
221
Nursing Process/Needs
Demonstrate skill in using the assessment, nursing diagnosis, planning, and
implementation phases of the nursing process to provide therapeutic interventions to meet needs with emphasis on oxygen, nutrition, activity, and
fecal elimination.
Nursing Role Interact as a provider and manager of care with other members of the
healthcare team to organize therapeutic interventions for a group of pediatric
or adult clients. Nursing Behaviors
Employ supportive and restorative nursing behaviors to assist the individual
and family in the movement toward health when illness occurs. Stress
Formulate strategies in collaboration with members of the healthcare team to
assist children and adults to cope effectively with stress and separation anxiety.
Development/Client Facilitate achievement of developmental tasks of adults, children, and families
with sensitivity to individual and cultural differences.
Communication Demonstrate skill in using therapeutic communication to interact with the
healthcare team, clients of all ages, and their families to accomplish
therapeutic interventions. Health
Promote utilization of available resources to enhance health and prevent
illness and injury.
ADNP Level II Objectives
NG 124, 134 Nursing Process/Needs
Utilize the assessment, nursing diagnosis, and planning phases of the nursing
process to formulate therapeutic interventions based on scientific principles
and agency policy to meet a client’s comfort, activity, urinary elimination, and self-esteem needs.
Nursing Role Perform therapeutic interventions for adult clients when functioning as a
provider of care.
Nursing Behaviors Predict the effect of supportive nursing behaviors on health promotion for an
individual.
Stress Perform stress reduction strategies to prevent or minimize maladaptive
behavior and promote biopsychosocial and spiritual health.
Development/Client Promote achievement of developmental tasks of the adult with respect for
individual and cultural differences.
Communication Practice therapeutic communication when interacting with an adult client
experiencing physical or psychological alterations in health.
Health
Utilize appropriate resources to support health in a cost effective manner.
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ADNP Level I Objectives
NG 113, 143 Nursing Process/Needs
Examine data obtained during the assessment phases of the nursing process
to identify a nursing diagnosis appropriate to the client’s unmet need. Nursing Roles
Discuss the role of the nurse as provider of care, manager of care and
member of the profession. Nursing Behaviors
Explain the inter-relatedness of supportive, restorative, and preventative
nursing behaviors in the delivery of healthcare.
Stress Identify variables affecting adaptation/maladaptation to internal and external
stressors across the lifespan.
Development/Client Summarize the effect of developmental tasks across the lifespan of the
individual, family, and community with an awareness of cultural differences.
Communication Discuss the significance of therapeutic communication as the nurse functions
as provider of care, manager of care, and member of the profession.
Health Describe the impact of political, societal, and economical forces on health.
Students who meet level objectives and educational outcomes outlined in Table
4.1.2 complete the program and have the knowledge to pass the licensure exam. These
graduates are employed in acute- and long-term healthcare settings. Graduates express
satisfaction with preparation and employers express satisfaction with graduate
performance. As such, educational outcomes support achievement of program
outcomes.
Criterion 4.2 The curriculum is developed by the faculty and regularly
reviewed for rigor and currency.
The faculty is responsible for the development, maintenance, revision, and
implementation of the ADNP’s philosophy, conceptual framework, program and
educational outcomes, course descriptions, as well as level, course, and class objectives.
All objectives sequentially advance in complexity to move the student toward
accomplishing program and educational outcomes.
Faculty work individually, in small groups, and as an entire entity to continuously
develop, implement, and/or evaluate theory and clinical course calendars, syllabi, and
outlines. In addition, the faculty selects appropriate textbooks, library holdings,
instructional software, and other learning resources to support the curriculum
(Administrative Procedure, 363.01).
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All faculty and elected freshman and sophomore student representatives from
each campus are members of the Curriculum Committee. Members meet monthly and as
needed to (1) develop, maintain, and revise the curriculum, and (2) evaluate the
curriculum for relevancy, accuracy, and currency every three years or when a
substantive curriculum change is made. This committee also (1) monitors compliance
with the state board of nursing and accreditation standards and criteria; (2) ensures
integrity of published documents; (3) maintains validity of evaluation tools, and (4) acts
upon concerns or recommendations brought forth by students or faculty.
There is an established process for curriculum revision. Major changes to the
core curriculum such as the philosophy, program and educational outcomes, level
objectives, and curricular content map must be approved by the entire faculty before
implementation. Minor curriculum changes to class objectives, reading assignments, and
content presentation are done at the discretion of individual faculty.
Factors which prompt the faculty to modify the curriculum include, but are not
limited to: (1) analysis of major curriculum documents; (2) analysis of data related to
student attainment of program and educational outcomes; (3) ASBN requirements for
program content; (4) new Joint Commission on Accreditation of Healthcare
Organizations (JCAHO) standards and criteria; (5) contemporary trends in nursing
education and delivery of healthcare; (6) current guidelines for safe practice and
standards of care; as well as (7) student performance on NLN and HESI exams. For
example, when evaluating course descriptions published in the College Catalog, the
faculty determined descriptions failed to include concepts identified in the conceptual
framework in the narrative. Based on this finding, the faculty revised course descriptions
(Curriculum Minutes, 8-15-05). Development of or revisions to course descriptions or
credit hours included in the College Catalog are also (1) approved by the ADNP’s
Curriculum Committee; (2) submitted by the Dean of Allied Health to the Faculty Senate
Curriculum Committee; and (3) forwarded by the Dean to the college’s Instruction and
Curriculum Committee for approval. Ultimately, the ADNP faculty is responsible for
implementing all curriculum additions, deletions, or revisions.
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4.3 The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress.
The curriculum is organized by a framework that includes the philosophy,
conceptual framework, program and educational outcomes, as well as level, course, and
class objectives. The curriculum emphasizes nine major concepts described in the
philosophy. Table 4.3.1 verifies incorporation of these nine concepts in the philosophy.
Table 4.3.1 Statements in the Philosophy Addressing Major Concepts
Concepts Statements in the Philosophy Addressing Major Concepts
Nursing Process “…nurse uses the nursing process as a framework to assist individuals,
families …”
Nursing Roles
“Members of the profession are educated at different levels for different
roles within the full scope of nursing.” “As a provider of care, the associate degree graduate uses the nursing
process to care for clients across the life span.”
“In the role of manager of care, the associate degree graduate functions
in acute and long-term care settings where policies and procedures are specified and guidance is available. In this setting, the graduate utilizes
collaboration, organization, delegation, accountability, advocacy, and
respect for other health care workers to develop a plan of care specific to the needs of the client.”
Health
“The nursing faculty concurs with Potter and Perry (1993). “Health in its
broadest sense is a dynamic state in which the individual adapts to
changes in internal and external environments to maintain a state of well-being”.
Nursing
Behaviors
“Supportive, restorative and preventive nursing behaviors reflect theory,
knowledge, and the nursing process.”
Stress “As a biopsychosocial spiritual being of intrinsic worth, individuals are
influenced by internal and external environmental stressors.”
Needs
“Biological, psychological, social, and spiritual needs are common to all
individuals and can be placed in a hierarchy as demonstrated by Abraham Maslow.”
Development “The developmental process is influenced by internal and external factors
that enhance or impair the achievement of developmental tasks.”
Client “As the recipient of nursing care, the client may be an individual, family,
or community.”
Communication “The client expresses needs through verbal and nonverbal
communication.”
The nine major concepts identified in the philosophy provide the theoretical basis
for defining the curriculum. The concepts of nursing process, role, health, nursing
behaviors, stress, needs, development, client, and communication are curriculum
threads selected by the faculty to meet the program’s educational objectives. These
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threads are introduced in Level I and increase in breadth as they are applied at various
levels across the curriculum.
For example, in Level I, students are introduced to all phases of the nursing
process. Students professionally assess a well or ill client who may have unmet needs.
Students are introduced to supportive nursing behaviors and therapeutic communication
as tools for providing and managing nursing care for clients across the lifespan. In
addition, students become familiar with stress and its relationship to health and illness.
In Level II, students use the nursing process to professionally plan care for an
adult client experiencing a single, overt, unmet health need related to comfort, activity,
self-esteem, and urinary elimination. Students use supportive nursing behaviors and
therapeutic communication to provide nursing care for clients experiencing anxiety or
stress maladaptation.
In Level III, students use the nursing process to professionally implement care
for adults, children, and families experiencing multiple, overt, unmet health needs
related to previous needs and oxygenation, nutrition, fecal elimination, and activity.
Students use supportive and restorative nursing behaviors and therapeutic
communication to provide and manage nursing care for clients experiencing stress
maladaptation or separation anxiety.
In Level IV, students use the nursing process to evaluate care for individuals of
all ages, families, and communities experiencing any multiple, overt and covert, unmet
health needs with emphasis on oxygenation and safety. Students use supportive,
restorative, and preventive nursing behaviors and therapeutic communication to
professionally provide and manage care for clients experiencing stress maladaptation,
separation anxiety, and crisis. Table 4.3.2 illustrates the conceptual framework that
structures the curriculum.
92
Table 4.3.2 ADNP Conceptual Framework
Concept Level I Level II Level III Level IV
Nursing Process *Assessment *Nursing Diagnosis Planning Implementation
Evaluation
Assessment Nursing Diagnosis *Planning
Assessment Nursing Diagnosis Planning *Implementation
Assessment Nursing Diagnosis Planning Implementation
*Evaluation
Nursing Roles Provider of Care Manager of Care *Member of the Profession
*Provider of Care Member of the Profession
*Provider of Care Member of the Profession Manager of Care
Provider of Care Member of the Profession *Manager of Care
Health
Potter/Perry
Health-Illness Continuum Wellness Met Needs
*Single Overt Unmet Need
*Multiple Overt Unmet Needs
Met Needs * Multiple Overt and Covert Unmet Needs
Nursing Behaviors Supportive Restorative Preventive
*Supportive Restorative
Supportive *Restorative
Supportive Restorative *Preventive
Stress *Stress Adaptation Separation Anxiety Crisis
*Stress Maladaptation Anxiety
Stress Maladaptation *Separation Anxiety
Stress Maladaptation Separation Anxiety *Crisis
Needs Human Needs Hierarchy Maslow
*Comfort *Activity *Self-esteem *Elimination/Urinary
*Oxygenation *Nutrition *Elimination/Fecal *Activity All Previous Needs
*Oxygenation *Safety All Previous Needs
Development Lifespan *Adults Children
Adults *Children
*Adults *Children
Client
Individual Family Community
*Individual
*Individual *Family
*Individual *Family *Community
Communication
Therapeutic Communication Process
*Adult clients with physical and psychological impairment
*Clients of all ages and families Healthcare Team
Clients of all ages and families *Healthcare Team *Client Advocacy
*Emphasized
93
The curriculum has four levels. Each level has one or more theory courses and a
co-requisite clinical course. Both theory and clinical course objectives are derived from
level objectives. These level objectives increase in complexity across the curriculum.
Since theory and clinical are two separate courses in each level of the ADNP,
theory objectives are included in theory course syllabi and clinical course objectives are
include in the clinical course syllabi. These objectives guide delivery of instruction, direct
learning activities, and provide measureable student learning outcomes for the course.
These objectives also increase in complexity across the curriculum. Theory and clinical
course objectives coincide to facilitate progression through each level with the exception
of Level I. In the Level I theory course, NG 113, students receive instruction on basic
theoretical principles and concepts of nursing while the Level I clinical course, NG 143,
focuses on assessment of clients. In Levels II, III, and IV, clinical content and
assignments are organized to correlate with theory course content. For example, in the
theory course, NG 124, students are introduced to theoretical concepts of pain
management. In the co-requisite clinical course, NG 134, students are assigned to
assess an adult client experiencing pain and develop an individualized plan of care
focusing on therapeutic interventions to promote the client’s need for comfort. Table
4.3.4 demonstrates integration and progression of the program’s nine major concepts
through educational outcomes, as well as level and course objectives.
94
Table 4.3.4 Progression of Concepts through Educational Outcomes, Level, and Course Objectives
Educational Outcome #1 Nursing Process and Needs: Apply all phases of the nursing process and the human needs hierarchy to prioritize nursing care, with emphasis on oxygenation, and safety needs.
Level I Level II Level III Level IV
Examine data obtained during the assessment phase of the nursing
process to identify a nursing diagnosis appropriate to the client’s unmet needs.
Utilize the assessment, nursing diagnosis, and planning phases of the nursing process to
formulate therapeutic interventions based on scientific principles and agency policy to meet a client’s comfort, activity, urinary elimination, and self-esteem needs.
Dem Demonstrate skill in using the assessment, nursing diagnosis, planning, and implementation phases of the
nursing process to provide therapeutic interventions to meet needs with emphasis on oxygen, nutrition, activity, and fecal elimination.
Apply all phases of the nursing process and the human needs
hierarchy to prioritize nursing care with emphasis on oxygenation and safety needs.
NG 113 Explain how standards of nursing practice guide nursing behaviors and the nursing process.
NG 143 Initiate the assessment phase of the nursing process to establish a database for an adult client with unmet needs.
NG 124 Discuss scientific principles and agency policies that guide the planning phase of the nursing process for clients with unmet needs related to comfort, activity, urinary elimination, and self-esteem needs.
NG 134 Utilize the planning phase of the nursing process to select therapeutic interventions to satisfy one overt, unmet need related to comfort, activity, urinary elimination, and self-esteem.
NG 216 Apply the nursing process as a framework for analyzing the relationship between therapeutic interventions and the achievement of outcome criteria for clients experiencing oxygen, nutrition, activity, and fecal elimination needs.
NG 236 Utilize the nursing process as a framework for implementing therapeutic interventions for clients experiencing oxygen, nutrition, activity, and fecal elimination needs.
NG 221 Compare the use of the nursing and the delegation processes for making decisions related to prioritization of client needs and assignment of nursing care.
NG 226 Apply the nursing process as a framework for correlating the relationship between therapeutic interventions and the achievement of discharge criteria for clients experiencing oxygenation and safety
needs.
NG 246 Utilize the nursing process as a framework for interpreting the effectiveness of therapeutic interventions for clients experiencing unmet needs with emphasis on oxygenation and safety.
95
Educational Outcome #2: Role: Integrate professional standards as a provider and manager of care to provide collaborative therapeutic interventions for a group of clients.
Level I Level II Level III Level IV
Discuss the role of the nurse as provider of care, manager of care, and member of the profession.
Perform therapeutic interventions for adult clients when functioning as a provider of care.
Inter Interact as a provider and manager of care with other members of the healthcare team to organize therapeutic interventions for a group of pediatric or adult clients.
Integrate professional standards as a provider and manager of care to provide collaborative therapeutic interventions for a
group of individuals, their families, and the community.
NG 113 Examine the impact of ethics, values, and the law on standards of nursing practice as a member of the profession and provider/manager of care.
NG 143 Follow professional nursing standards when providing care and performing physical assessment.
NG 124 Describe scientific principles and standards of care that guide the nurse in the role of provider of care.
NG 134 Conform to agency policies and nursing standards in the role of provider of care.
NG 216 Distinguish the role of the nurse as a provider and manager of care within the healthcare team.
NG 236 Adhere to agency policies, protocols, and standards of care in the provision and management of therapeutic interventions.
NG 221 Analyze leadership and management skills that are required to manage the provision of care for clients of all ages.
NG 226 Incorporate protocols and standards of care in the provision and management of therapeutic interventions.
NG 246 Integrate standards of care when functioning as provider of care, manager of care, and member of the profession.
96
Educational Outcome #3: Nursing Behaviors: Promote health of the individual, family, and community through the practice of supportive, restorative, and preventive nursing behaviors.
Level I Level II Level III Level IV
Explain the inter-relatedness of supportive, restorative, and preventive nursing behaviors in the delivery of healthcare.
Predict the effect of supportive nursing behaviors on health promotion for an individual.
Employ supportive and restorative nursing behaviors to assist the individual and family in the movement toward health when illness occurs.
Promote health of the individual, family, and community through the practice of supportive, restorative, and preventive nursing behaviors.
NG 113 Contrast supportive, restorative, and preventive nursing behaviors.
NG 143 Demonstrate supportive and preventive nursing behaviors while providing care.
NG 124 Choose supportive nursing behaviors that promote client achievement of specific outcomes.
NG 134 Practice supportive nursing behaviors
that promote comfort and prevent injury.
NG 216 Determine supportive and restorative nursing behaviors that optimize health.
NG 236 Perform supportive and restorative nursing behaviors that promote client attainment of specific outcomes and discharge criteria.
NG 221 Predict motivational factors that promote change and minimize conflict when interacting with clients or members of
the healthcare team to promote, support, or restore health for clients and their families.
NG 226 Prioritize supportive, restorative, and preventive nursing behaviors that assist the client to assume responsibility for healthcare management.
NG 246 Assume accounta-bility for supportive, restorative, and preventive nursing behaviors.
97
Educational Outcome #4: Stress : Demonstrate client advocacy when interfacing with the healthcare team to promote client adaptation to stress related to maturational, situational, or life-threatening crises.
Level I Level II Level III Level IV
Identify variables affecting adaptation/maladaptation to internal and external stressors across the
lifespan.
Perform stress reduction strategies to prevent or minimize maladaptive behavior and promote biopsychosocial and spiritual health.
Form Formulate strategies in collaboration with members of the healthcare team to assist children and adults to cope effectively with stress and separation anxiety.
Demonstrate client advocacy when interfacing with the healthcare team to promote
client adaptation to stress related to maturational, situational, or life-threatening crises.
NG 113 Summarize the impact of stress on the client’s biopsychosocial and spiritual well-being.
NG 143 Identify assessment findings indicative of the stress response.
NG 124 Select therapeutic interventions appropriate for specific maladaptive responses to stress and anxiety.
NG 134 Plan therapeutic interventions that assist the client to develop adaptive behaviors to cope with stress and anxiety.
NG 216 Predict the effects of stress and anxiety on adults and children experiencing developmental and role changes.
NG 236 Design therapeutic interventions for adults and/or children to adapt to the effects of physical and developmental stressors.
NG 221 Relate the impact of maladaptation to stress on the professional nursing practice of a manager and/or provider of care.
NG 226 Synthesize principles of crisis theory to formulate safe and effective therapeutic interventions for clients and families.
NG 246 Incorporate principles of crisis theory to promote adaptation and/or growth during stressful events.
98
Educational Outcome #5: Client/Development: Foster attainment of developmental tasks across the lifespan to strengthen culturally diverse individuals, families, and communities.
Level I Level II Level III Level IV
Summarize the effect of developmental tasks across the life span on the individual, family, and community with an awareness of
cultural differences.
Promote achievement of developmental tasks of the adult with respect for individual and cultural differences.
Facil Facilitate achievement of developmental tasks of adults, children, and families with sensitivity to individual and cultural differences.
Foster attainment of developmental tasks across the life span to strengthen culturally diverse individuals, families, and
communities.
NG 113 Discuss utilization of developmental theories as a framework for appropriate interaction with culturally diverse clients.
NG 143 Compare health assessment findings across the lifespan of culturally diverse populations.
NG 124 Predict health related issues that impact the attainment of developmental tasks of the culturally diverse adult client.
NG 134 Select therapeutic interventions to meet the unique developmental needs of culturally diverse adult clients.
NG 216 Describe health related issues that impact the developmental level of culturally diverse families and children.
NG 236 Adapt therapeutic interventions to meet the unique developmental needs of culturally diverse families and children.
NG 221 Discuss the influence of culture and professional ethics on the management of clients across the lifespan and their families.
NG 226 Analyze the effect of crisis events on culturally diverse communities, and individual and family development.
NG 246 Collaborate with the healthcare team to provide developmentally appropriate care for culturally diverse clients.
99
Educational Outcome #6: Communication:
Employ therapeutic communication with clients of all ages, their families, and the healthcare team to collaborate, organize, delegate, and advocate for the provision of care.
Level I Level II Level III Level IV
Discuss the significance of therapeutic communication as the nurse functions as provider of care, manager of care, and member of the profession.
Practice therapeutic communication when interacting with an adult client experiencing physical or psychological alterations in health.
Demonstrate skill in using therapeutic communication to interact with the healthcare team, clients of all ages, and their families to accomplish therapeutic interventions.
Employ therapeutic communication with clients of all ages, their families, healthcare team, and community to collaborate, organize, delegate, and advocate for provision of care.
NG 113 Determine the impact of ethics, values, and legal principles on professional communication.
NG 143 Practice principles of therapeutic communication when interacting with clients.
NG 124 Discuss modification of therapeutic communication techniques for clients experiencing alterations in health.
NG 134 Individualize therapeutic communication to meet the needs of adult clients experiencing selected health conditions.
NG 216 Differentiate therapeutic communication techniques appropriate for clients of various developmental levels and their families.
NG 236 Employ therapeutic communication techniques appropriate for the client’s developmental level and their families.
NG 221 Describe effective communication techniques used to interact with members of the healthcare team to coordinate nursing care for clients of all ages and their families.
NG 226 Examine the impact of differing value systems on therapeutic communication for individuals, families, and communities.
NG 246 Refine communication skills to manage care for groups of individuals, their families, and communities.
100
Educational Outcome #7: Health: Advocate for health within a community’s social, economic, and political arenas.
Level I Level II Level III Level IV
Describe the impact of political, societal, and economical forces on health.
Utilize appropriate resources to support health in a cost effective manner.
Promote utilization of available resources to enhance health and prevent illness and injury.
Advocate for health within a community’s social, economic, and political arenas.
NG 113 Identify the relationship between health promotion/disease prevention and attainment of the highest possible level of health and wellness.
NG 143 Differentiate assessment findings in health and illness.
NG 124 Correlate utilization of supportive interventions and available healthcare resources with improvement in the client’s health status.
NG 134 Support the health of the client by planning therapeutic interventions to meet a single, unmet, overt need.
NG 216 Devise strategies for health maintenance and restoration through utilization of various healthcare resources.
NG 236 Promote health of the client by implementing therapeutic interventions to meet multiple, overt, unmet needs.
NG 221 Describe factors that guide the nurse to correctly delegate, prioritize, and assign nursing care for clients who exhibit multiple, overt unmet needs.
NG 226 Summarize the impact of various resources on health promotion and conservation of assets for individuals, families, and communities.
NG 246 Evaluate the response to therapeutic interventions designed to promote health for clients with multiple, overt, and covert, unmet needs.
101
Class objectives are included in each theory and clinical outline to guide delivery of
more specific instruction, direct learning activities, and provide measurable student learning
outcomes for each class. Like level and course objectives, class objectives ensure major
concepts are presented through each course, and thereby the entire curriculum. Likewise,
class objectives increase in complexity across the curriculum as illustrated in Table 4.3.5.
102
Table 4.3.5
Progression of Concepts through Class Objectives
Concepts NG 113 NG 143 NG 124 NG 134 NG 216 NG 236 NG 221 NG 226 NG 246
Nursing Process
Use the assessment phase of the nursing process to identify problems related to self-concept.
Describe the systematic phases of the nursing process.
Select a NANDA nursing diagnosis related to pain.
State the purposes of planning client care.
Formulate therapeutic interventions and supportive and restorative nursing behaviors to meet multiple overt unmet needs with emphasis on oxygenation of the client experiencing complication in the puerperium.
Identify the nurse’s role in the implementation phase of the nursing process.
Discuss how a nurse manager may use the nursing process as a guide for identifying narcotic discrepan-cies in the workplace.
Employ all phases of the nursing process to discuss provision and management of care including therapeutic interventions and supportive, restorative, and preventive nursing behaviors to meet multiple overt and covert unmet needs with emphasis on oxygenation for clients having selected types of congenital or acquired heart disease.
Based on the nursing process, formulate, implement and evaluate a plan of care for a client having altered sensory perception related to visual or auditory dysfunction.
Nursing
Behaviors
Differentiate among supportive, restorative, and preventive nursing behaviors as outlined in Associate Degree Nursing Program’s philosophy.
Demonstrate supportive, restorative, and preventive evidence-based nursing behaviors to motivate participants to make positive health behavior changes.
Identify therapeutic interventions and nursing behaviors that support the physical and emotional well-being of clients with anxiety disorders, giving the rationale for each intervention and behavior.
Plan therapeutic interventions and supportive nursing behaviors that prevent, reduce, or alleviate the stress associated with immobility or activity reduction following illness, prolonged bed rest and/or surgery.
Discuss supportive and restorative nursing behaviors that facilitate feeding an infant with a structural defect of the mouth and/or the G.I. tract.
Recall therapeutic interventions and supportive and restorative, nursing behaviors to manage pressure ulcers.
Explain how to establish professional boundaries when supporting and restoring health and preventing illness for clients.
Utilize the nursing process to develop a plan of care that includes therapeutic intervention and supportive, restorative, and preventive, nursing behaviors to meet multiple overt and covert unmet needs with emphasis on oxygenation for clients at risk for or who are aborting.
Practice therapeutic communication techniques and supportive, restorative, and preventive nursing behaviors to assist clients to effectively cope with the crisis of an artificial airway including required lifestyle changes.
103
Concepts NG 113 NG 143 NG 124 NG 134 NG 216 NG 236 NG 221 NG 226 NG 246
Nursing Roles
(Provider &
Manager of
Care, Member
of Profession)
Identify the role of the associate degree nurse, as defined by the NLN in 1990 as a provider and manager of care and member of the profession.
Discuss the role of the nurse as provider of care in identifying the health teaching needs of the client related to hygiene.
Explain the role of the nurse as a provider of care in implementing nonpharmaco- logic therapeutic intervention to meet a client’s need for comfort.
Describe the role of the nurse as a provider of care in preparing, administering, and evaluating the therapeutic effectiveness of pharmacologic and nonpharmaco-logic interventions used to treat clients experiencing sleep disturbance.
Discuss the nurse’s role as provider and manager of care to identify teaching aids and community support groups that are available for clients with diabetes.
Determine hospital policy and procedures that must be followed as a provider and manager of care as well as member of the profession.
Explore specific techniques the nurse may use to manage difficult clients, staff, and supervisors.
Summarize the nurse’s role as a provider and manager of care in the emergency treatment of clients experiencing loss of spinal cord integrity and muscle function, neural tube defects, SCI, and paralysis.
Summarize the nurse’s role as a provider and manager of care in using quality assurance as an ongoing process for evaluating and promoting excellence in the provision of client care.
Health
Discuss the communal-ities among definitions of health and factors that affect an individual’s perception of health.
Recall information regarding community health resources to increase awareness of local, state, and national health resources and services.
State the purpose and characteristics of sleep and its relationship to health and the need for comfort.
Using a hypothetical situation, develop a plan of care for a client with one selected overt, unmet need related to comfort, self-esteem, activity, or urinary elimination.
Summarize the nurse’s role for promoting children’s health by preventing the spread of communicable disease and associated complications through immunization.
Use the nursing process to implement a nonsurgical or surgical plan of care that includes therapeutic interventions and nursing behaviors to meet the multiple, overt needs of assigned clients with thyroid and adrenal dysfunction.
Discuss the impact of addiction on a nurse’s physical, social, and psycholo-gical health.
Create a discharge teaching plan for the client and respective family members when a cerebral spinal fluid shunting procedure has been performed to restore optimal health.
Utilize all phases of the nursing process to provide and manage care including therapeutic interventions and nursing behaviors to meet multiple overt and covert unmet needs with emphasis on oxygenation for client experiencing altered tissue perfusion, fluid volume excess, or hypoxemia during complications of pregnancy.
104
Concepts NG 113 NG 143 NG 124 NG 134 NG 216 NG 236 NG 221 NG 226 NG 246
Client (adult,
family,
community)
Discuss the
impact of
illness on the
clients,
traditional
and
nontraditional
family
members, as
well as the
community.
Discuss
community
resources
that support
health of
individuals,
families, and
communities.
Describe factors
that cause or
increase
discomfort in
the post
operative client.
Identify the role
of the nurse in
developing a
plan of care for a
client.
Employ critical
thinking to
develop a plan
to teach
individuals and
families how
to prevent the
occurrence or
recurrence of
child abuse.
Consider
sociocultural
factors which
affect or have
the potential for
influencing the
quantity/quality
of nutritional
intake and/or
normal
development of
the individual
and respective
family.
Examine
ways to
commun-
icate with
clients and
other
healthcare
workers that
is consistent
with and
sensitive to
one’s culture.
Summarize personal,
environmental,
industrial, and
community health
behaviors that
prevent the
development of or
minimize chronic
pulmonary
obstruction in
individuals, families,
and communities.
Discuss the role of the
nurse as a provider and
manager of care in
using anticipatory
guidance to prevent
future individual,
family, and community
crisis.
Therapeutic Communi-cation
Discuss
strategies
that can be
used by
nurses to
therapeutic-
ally
communicate
with clients
from different
cultures.
Explain the
importance of
therapeutic
communica-
tion in data
collection and
feelings
associated
with
communica-
ting with a
stranger.
Identify
characteristics
of an effective
group and the
relationship of
therapeutic
communication
in maintaining
an effective
group.
Use therapeutic
communication
when
interacting with
culturally
diverse clients
experiencing
acute or chronic
pain.
Determine risk
factors for
having a
preterm and
dysmature
infant by using
therapeutic
communication
skills to
interview the
caregiver.
Use therapeutic
communication
to teach clients
and their
families’ essential
nutrients for
tissue repair.
Discuss the
importance of
using
assertive
communica-
tion to
manage
client care.
Formulate
therapeutic
communication
techniques to
interact with clients
whose
communication is
impaired due to
mechanical
ventilation as well as
techniques for
interacting with
critically ill clients,
family and
community
members.
Use therapeutic
communication to
delegate tasks to
appropriate members
of the healthcare team
during a simulated
code including
debriefing of the team.
105
Concepts NG 113 NG 143 NG 124 NG 134 NG 216 NG 236 NG 221 NG 226 NG 246
Needs
Explain the
relationship
between
Maslow’s
theory of
human needs
and the
delivery of
nursing care.
Describe
psychosocial
needs of
isolation
clients and
therapeutic
interventions
to promote
psychosocial
health.
Identify
therapeutic
interventions
that support
comfort and
minimize the
disability
associated with
the
inflammatory
process, citing
the rationale for
each
intervention.
Utilize the
nursing process
to develop a
plan of care to
meet unmet
needs for an
adult client
experiencing
stroke with
emphasis on
activity.
Identify factors
that interfere
with or promote
environmental
comfort and
safety needs.
Describe major
types of
exercises used
to support a
client’s need for
activity.
Outline
therapeutic
interventions
and supportive
and restorative
nursing
behaviors to
meet unmet
needs for the
mother and
fetus during the
intrapartal
period with
emphasis on
oxygenation.
Describe
principles and
methods of
fracture
reduction and
immobilization
to meet the
activity needs
of the client
experiencing
these types of
fractures: open,
closed,
complete,
incomplete,
comminuted,
transverse,
spiral,
impacted,
pathological,
stress, buckling,
epiphyseal,
Pott’s and
Colle’s.
Given a
hypothetical
situation, use
the nursing
process to meet
multiple, overt,
unmet needs of
the gravid
antepartal and
intrapartal client
with emphasis
on nutrition and
oxygenation.
Use critical
thinking to
analyze and
discuss the
purposes and
benefits of
traction to
restore activity
in the client
with
musculoskeletal
injury.
Discuss
general areas
of conflict that
arise between
nurses and
clients of all
ages as well as
nurses and the
client’s family
when
providing and
managing care
to meet unmet
needs.
Employ all phases of
the nursing process
to discuss provision
and management of
nonsurgical and
surgical care
including therapeutic
interventions and
supportive,
restorative, and
preventative nursing
behaviors to meet
multiple, overt and
covert, unmet needs
with emphasis on
safety for clients
with aberrant
cellular growth.
Use the nursing
process as a guide
to determine
multiple, overt and
covert, unmet needs
with emphasis on
safety for clients
with altered
neuromuscular
function.
Use the nursing
process as a
framework to establish
and prioritize nursing
care for a client with a
tracheotomy who has
multiple, overt and
covert, unmet needs
with emphasis on
oxygenation and
safety.
106
Identify the role
of the nurse in
teaching the
client who
chooses
nonsurgical
intervention for
managing
altered urinary
elimination
related to cysto,
urethra, and
rectoceles.
Discuss self-
esteem as an
unmet need of
a client
exhibiting
psychiatric
manifestations
from organic
causes.
Using the
nursing process
as a framework,
develop a plan
of care for
including
therapeutic
interventions
and supportive
nursing
behaviors to
meet one,
overt, unmet
need related to
urinary
elimination.
Using the
nursing process
as a framework,
develop a plan
of care for
including
therapeutic
interventions
and supportive
nursing
behaviors to
meet one,
overt, unmet
need related to
self-esteem.
Review the
nurse’s role as
provider and
manager of
care in meeting
fecal elimination
needs of adults
and children.
Consider the
importance of
meeting
nutritional
needs for the
client with
altered function
related to
Cushing’s or
Addison’s
disease to
support or
restore health.
Delineate levels
of amputation
and their
impact on the
clients’ ability to
meet activity
and
self-esteem
needs.
Analyze factors
that require
fecal diversions
to meet clients’
fecal elimination
needs.
Incorporate therapeutic interventions, nursing behaviors, and therapeutic communication in a plan of care to assist clients wearing casts to maintain positive self-esteem. in a plan of care to assist clients wearing casts to maintain positive self-esteem.
Utilize the nursing
process to develop a
plan of care that
includes therapeutic
interventions, and
supportive,
restorative, and
preventative nursing
behaviors to meet
multiple, overt and
covert, unmet needs
with emphasis on
oxygenation on
safety for clients
with varying mild to
severe preeclampsia,
eclampsia, or HELLP
syndrome.
107
Consider the
importance of
meeting
nutritional
needs for the
client with
altered function
related to
Cushing’s or
Addison’s
disease to
support or
restore health
Assess a child’s
eating patterns
and determine
age appropriate
nutritional
needs.
Stress
Define stress,
stressors,
distress and
adaptation
according to
Hans Selye.
Describe
internal and
external
stressors that
affect each of
the vital
signs.
Describe mental
mechanisms
used to
alleviate anxiety
and stress
maladaptation.
Identify defense
mechanisms
utilized by
clients to
decrease
anxiety caused
by
maladaptation
to stress.
Utilize the
nursing process
to formulate
supportive and
restorative
nursing
behaviors to
minimize or
alleviate a
hospitalized
infant’s
separation
anxiety.
Implement a
nursing care
plan to reduce
symptoms of
dyspepsia and
maladaptation
to anxiety to
promote
physical and
emotional rest.
Identify
factors,
including
maladaptation
to stress, that
place a nurse
at risk for
addiction.
Discuss therapeutic
communication
techniques
appropriate to use
when interacting
with families in crisis
who have been
asked to make
decisions regarding
organ harvesting
and tissue donation.
Explain the impact of
prolonged crisis on the
health of individuals,
families, or
communities.
Development
Explain the
principles of
growth and
development
as well as
factors
influencing
growth and
development.
Specify
factors that
influence
therapeutic
communica-
tion across
the lifespan.
Describe normal
urinary
elimination and
expected
developmental
changes across
the lifespan.
Assist adult
clients to cope
effectively when
requiring
assistance to
meet hygienic
needs.
Outline nursing
care, including
health teaching,
related to each
expected
developmental
changes of
pregnancy.
Consider
principles of
anatomy and
physiology as
well as growth
and
development to
insert a gastric
tube to meet
the nutritional
needs of the
premature
infant or
pediatric client.
Develop strategies to prevent non-professional relationships across the lifespan.
Analyze the impact
of sickle cell anemia,
Burger’s, and
Raynaud’s on the
developmental tasks
of individuals and
families and
investigate resources
for assisting clients
to cope with
changing levels of
functional ability.
Assist clients to
formulate a
family/pet
disaster
plan that is
sensitive
to each family
member’s
developmental
age and needs.
108
Evaluation of student achievement of expected educational outcomes as well as
level, course, and class objectives is a vital and intricate process. For a student to
progress from one level to the next, the student must meet level objectives. This
requires the student to also have successfully met theory and clinical course objectives
along with respective class objectives.
In addition to faculty using class objectives to organize delivery of class content,
these objectives provide a measureable means for faculty to evaluate student
attainment of knowledge. Likewise, students have a clear understanding of what is
required to prepare for class and evaluation. Table 4.3.6 provides the reader with
specific class objectives that guide delivery of instruction, associated learning activities,
and an example of methods used to evaluate student achievement of a respective class
objective.
Table 4.3.6 Validation of the Use of Learning Objectives to Guide Delivery of Instruction, Direct
Learning Activities, and Evaluate Student Progress
Course Class Objectives that Guide Delivery
of Instruction
Direct Learning Activities to Achieve Class
Objectives
Evaluate Methods used to Measure Student
Achievement of Learning Objectives
NG 113 Express in writing your
attitudes and beliefs regarding one of the
following value/ethical issues in nursing.
Selected topics include,
but are not limited to, stem cell research
(Obj. 5.10).
Choose an article from a
nursing journal concerning a current value/ethical issue.
Write a brief synopsis of the article and include personal
attitudes and beliefs about
the topic selected.
Guide for Grading
Value/Ethical Paper
NG 143 Identify therapeutic and
non-therapeutic
communication techniques (Obj. 2.8).
Submit a written “IPR’ IPR Evaluation Tool
NG 123 Discuss the effects of nutrition on a client’s
health (Obj. 1.4).
Read Lutz & Prizysulski Chapters 1-2
Unit Exam #1 What data might cause a
nurse to suspect that a client
is malnourished? a. Smooth lips
b. Glossy, full hair c. Pale conjunctiva
d. Normal height to weight
ratio
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Course Class Objectives that Guide Delivery
of Instruction
Direct Learning Activities to Achieve
Class Objectives
Evaluate Methods used to Measure Student
Achievement of Learning Objectives
NG 124 Discuss clinical
manifestations
commonly associated with exstrophy of the
bladder, hypospadias, and epispadias (Obj.
7.5).
Read Pilliteri: Exstrophy
of the Bladder and
Hypospadias/Epispadias
Unit Exam # 5
When assessing a male infant
with exstrophy of the bladder, which clinical manifestation
should a nurse expect to find? a. Hiatal hernia
b. Hypospadias c. Descended testes
d. Malformed or short penis
NG 134 Using the nursing process as a
framework, develop a
plan of care for including therapeutic
interventions and supportive nursing
behaviors to meet one, overt, unmet, need
related to comfort
(Obj. 4.6).
Complete a care plan related to one, unmet
comfort need.
Nursing Care Plan Grading Tool
NG 221 Consider different
communication
techniques that may be used to
communicate with all members of the
healthcare team (Week 6 Obj. 3).
Read: Zerwekh, J., &
Claborn, J. C. (2006).
Chapter 11, Effective Communication
and Team Building
HESI (2006). pp. 16-17
Unit Exam #3
You are the charge nurse on
the 3 to 11 pm shift. You overhear the nurse’s aide
speaking harshly to Client A, who has a residual deficit from
a prior stroke. When the aide leaves the client’s room you ask
to speak with her. Which of
these approaches is most appropriate?
a. “I have decided to change your assignment. Instead of
caring for Client A, you will
care for Client B.” b. “I am concerned because it
sounded as though you lost your patience with Client
A.”
c. “Your tone of voice sounded rather harsh when
you spoke to Client A. Someone might hear you.”
d. “Perhaps you should think about attending an in-
service on the care of a
client who has had a CVA.”
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Course Class Objectives that Guide Delivery of
Instruction
Direct Learning Activities to Achieve
Class Objectives
Evaluate Methods used to Measure Student
Achievement of Learning Objectives
NG 216 Modify a plan of care to
incorporate therapeutic
communication to assist clients to effectively cope
with the stress associated with burn injuries (Obj.
4.85).
Read: Pilliteri: Burn
Trauma and Prevention
Monahan: Management of Clients with Burn
Injuries
Unit Exam #8
A toddler was accidently
burned with hot water and the mother expresses
feelings of distress and guilt. Which response by the nurse
is most therapeutic? a. "You're feeling disturbed
about what happened.
Let’s talk?" b. "Everyone makes
mistakes; I hope this experience helps you
avoid future errors."
c. "Don't blame yourself, toddlers are naturally
curious." d. "You should get the
temperature setting on the hot water heater
regulated."
NG 236 Observe children at play and compare observations with
the type of play expected for
the developmental stage (Obj. 1.27).
Pediatric Field Trip to area private and public
schools and childcare
facilities
Group sharing of
observational
experiences
Unit Exam #1 When caring for a 4-year-
old-child confined to bed,
which play experiences should a nurse plan as most
age appropriate for this child?
a. Supplying finger-paints
and paper b. Teaching the child to
play checkers c. Helping the child
cursively write her name d. Allowing the child to
watch unlimited
television
NG 226 Analyze biopsychosocial and
spiritual factors as well as
legal guideline that may create stress and thereby
influence client’s decision to electively terminate a
pregnancy (Obj. 5.3).
Research NAACOG/ANA
Guidelines and explore
feelings regarding abortion to identify a
personal attitude and develop a professional
position.
Abortion Paper Grading Tool
NG 246 Design a teaching-learning
plan for a selected client that is developmentally
appropriate (Obj. 1.14).
Teaching Project with an
assigned client
Teaching Learning Paper
Evaluation Tool
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Criterion 4.4: The curriculum includes cultural, ethnic and socially diverse concepts and may also include experiences from regional, national, and global perspectives.
The faculty believes cultural awareness acknowledges that society is diverse with
groups of individuals possessing differing beliefs, values, attitudes, and customs shared
from one generation to the next. Culture, ethnicity, and social diversity are factors
affecting the delivery of nursing education and practice. As stated in the philosophy, the
faculty believes every individual is a biopsychosocial and spiritual human being of
intrinsic worth. Individuals, families, and communities are interdependent and
interrelated. The faculty also recognizes students develop awareness of, respect for,
and sensitivity to culture, ethnicity, and social diversity over time. Thus, students are
provided with learning experiences across the curriculum that examine cultural, ethnic,
and social diversity and promote respect for individuals from differing cultural and social
backgrounds or ethnicities. Table 4.4.1 provides examples of cultural, ethnic, and
socially diverse curricular content across the curriculum.
Table 4.4.1 Selected Curricular Content Reflecting Cultural, Ethnic, and Socially Diverse Concepts
Concepts Course Curricular Content
Cultural and
Ethnicity
NG 113
NG 143
NG 124
NG 134
NG 123
NG 216
NG 221
NG 226
NG 246
Differing Health Practices
Communication Preferences
Hygiene Practices of Various Ethnic Groups
Nonverbal and Verbal Expressions of Pain
Perception of Mental Illness
Eating Patterns and Food Choices
Philosophy of Childbearing
Communication Styles of Managers
Beliefs on Abortion
Types of Families
Social Diversity NG 113
NG 143
NG 134
NG 216
NG 236
NG 221
NG 246
Human Sexuality and Alternative Lifestyles
Religious Tolerance
Physical Assessment Across the Lifespan
Relationship of Stress to Domestic Abuse/Violence
Clinical Rotation in a Community Soup Kitchen
Socioeconomic Factors Associated with Child Abuse
Service Learning in a Community Health Center and
Home Health Clinic
Intergenerational Relationships
Differences in Gender Communication
Compassionate Care for Clients with HIV/AIDS
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In addition, the faculty believes nursing practice must respond to regional,
national, and global changes to assist clients to make health choices and attain the
highest level of health. Table 4.4.2 provides examples of regional, national, and global
content introduced throughout the curriculum.
Table 4.4.2 Selected Curricular Content Reflecting Regional, National, and Global Perspectives
Perspective Course Curricular Content
Regional
Community-Based
Care
NG 143
NG 236
NG 246
Health Fair
Community Resource Posters
Mass Flu Immunization with Public
Health Department
Emergency and Disaster Preparedness
Delegation
NG 221,
NG 134, 236, 246
Prioritization of Care
Task Assignment to PNs and UAPs
Legal and Ethical NG 113
Parameters of Safe Practice
Bioethical Issue Paper
Nurse Practice Act
Licensure
National
Managed Care/
Cost Effectiveness
NG 113
NG 134
NG 236
NG 246
Health Care Delivery System
Third Party Reimbursements
Reusing Catheters
Managed Care
Core Measures
Client Care Guidelines NG 113
All courses
NG 134
NG 216
NG 226
NG 246
HIPPA Film
Standards of Care
Elder and Spousal Abuse
Child Abuse
Abortion Paper
Organ Harvesting Seminar
Genetics NG 216
NG 226
NG 113, 124, 216,
226
Reproduction
Cancer Treatment
Disease Prevention
Global
Disaster Nursing NG 246
NG 246
Bioterrorism
Triage
Current and Emerging Infectious
Diseases
NG 124
NG 236
NG 226
NG 246
NG 216, 226
STI
MRSA
TB
HIV, AIDS, SARS
Immunization
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Inclusion of selected learning experiences in the curriculum focusing on cultural,
ethnic, and socially diverse concepts, as well as regional, national, and global
perspectives is validated by the faculty every three years or with change (Curriculum
Minutes, 10-14-08).
Criterion 4.5: Evaluation methodologies are varied; reflect established
professional and practice competencies and measure
achievement of student learning and program outcomes.
Throughout the curriculum a variety of methods are used to measure students’
achievement of learning objectives. This is evident by a faculty mean score of 4.96 out
of a total possible score of five when students were asked to respond to this statement,
“My grade is determined by a variety of factors”, on the biannual College Faculty
Evaluation Survey on exhibit.
ADNP curriculum consists of separate theory and clinical courses. In each course,
students receive a syllabus, course outline, and calendar at the start of each semester.
All syllabi outline clearly evaluation methods used to measure student learning. Syllabi
on exhibit identify the weight allocated to each area of evaluation. Together faculty and
students review evaluation tools, and faculty clarifies student questions or concerns.
When applicable, evaluation tools are designed to include the nine major concepts
derived from the philosophy and conceptual framework. In October of 2008, the faculty
found one Level I graded assignment, graphing vital signs, had an established tool that
was not given to students at the time of the assignment. Level I faculty will make sure
this tool is distributed to students before the assignment is made next year.
Each syllabus and the ADN Student Handbook received upon admission or
readmission contain a universal grading scale. All faculty adhere to the same prescribed
scale and apply it consistently across the curriculum. The lowest passing grade in both
theory and clinical courses is a “C” (78.00).
In addition to meeting a grade of 78.00 or above in theory and clinical courses,
Level I students must also meet the criteria outlined in the Math Competency Exam
policy. Students must achieve a grade of 90% or above to progress to Level II. The
faculty believes math proficiency is required to safely administer medications in
subsequent clinical courses.
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Evaluation of Theory Course Performance
Theory course grades are determined solely by student performance in the
cognitive domain. Percentages allocated to daily grades are greater in Levels I and II
but significantly decrease as students progress to Levels III and IV; whereas,
percentages allocated to theory unit exams are greater in Levels III and IV in
comparison to Levels I and II. The faculty believes as material increases in complexity,
the percentage allocated to unit exams increases while daily grades decrease to prepare
students to achieve program and educational outcomes. The percentage for final exams
increases slightly after Level I and remains the same for remaining theory courses.
Percentages allocated for evaluation in theory courses are illustrated in Table 4.5.1.
Table 4.5.1 Percentages Allocated for Evaluation in Theory Courses
Evaluation
Method
NG 113 NG 124 NG 216 NG 226
Daily Grades 20% 20% 5% 5%
Unit Exam 60% 55% 70% 70%
Final 20% 25% 25% 25%
Questions on daily, unit, and final exams for theory courses are derived directly
from material assigned or presented in class to meet a class objective. These learning
objectives include both professional and/or practice competencies. Students use class
objectives in course outlines to prepare for evaluation. This is verified by faculty
receiving a mean score of 4.96 out of a total possible score of five in the fall of 2008
when students were asked on the biannual College Faculty Evaluation Survey on exhibit,
“Gives tests/assignments reflecting course objectives/lesson taught”.
To prepare students for and increase graduate’s success on the NCLEX-RN
licensure exam, faculty predominately uses a combination of multiple-choice and
alternative style items. Most unit and final exams mirror the NCLEX-RN configuration in
the following ways: (1) Major exams are administered on the computer via Blackboard
CE; (2) Questions are delivered one at a time. Each question is answered as it becomes
available and cannot be revisited; (3) Unit and final exams are timed, and time allocated
for each question is progressively shortened from Level I to IV; (4) When time expires,
the computer does not deliver any more questions; and (5) The exam grade is
determined by the number of exam items answered correctly divided by the total
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number of items on the test. A detailed statistical analysis is performed on each unit and
final exam to determine item difficulty and discrimination index. Distractor analysis is
also available through Blackboard CE. This data is used to develop, maintain, or revise
future exam items on exhibit.
Written papers are evaluated across the curriculum. Students initially submit a
reference page using American Psychological Association (APA) format as an
introduction to APA writing style. All subsequent papers are submitted in APA format.
While still in Level I, students submit a one page position statement on a selected
bioethical issue. Level II students select a theory or clinical concept and submit a short
paper focusing on a selected nursing diagnosis and planned therapeutic interventions.
Clinical papers written in Levels III and IV are discussed under the psychomotor section
of this narrative.
Evaluation of Clinical Course Performance
Clinical course grades are determined by evaluating student performance in two
domains: cognitive and psychomotor. This requires a variety of evaluation tools.
Evaluation in the Cognitive Domain
Daily, unit, and final exams are administered to measure cognitive achievement
of selected objectives in clinical courses. The percentage allocated to the cognitive
domain decreases as the student progresses from Levels I and II to Levels III and IV;
whereas, the percentage allocated to the psychomotor domain in clinical courses
significantly increases as the student progresses from Levels I and II to Levels III and IV
as illustrated in Table 4.5.2
Table 4.5.2 Percentages Allocated for Evaluation in Theory Courses
Domain NG 143 NG 134 NG 236 NG 246
Cognitive 80% 80% 45% 35%
Psychomotor 20% 20% 55% 65%
Since the emphasis in Level I is on assessment and diagnosis, students do not
write care plans in this level. The emphasis in Level II is on planning. As such, Level II
care plan grades are included in the cognitive component of the clinical course grade. As
students assume more clinical responsibility, theoretical knowledge is applied to provide
increasingly complex nursing care to achieve expected learning outcomes in the clinical
setting.
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A HESI Custom exam is linked to the clinical course, NG 134, and administered at
the end of Level II to all eligible students. A minimum score of 900 is required for
progression to Level III. Students who fail to score a 900 or above receive an
incomplete in NG 134. These students are required to remediate and retake the same
HESI custom exam four weeks later. Students failing to achieve a 900 on the second
attempt receive an “F” in the course and are considered for readmission according to
the readmission policy published in the 2009-2010 ADN Student Handbook.
A HESI Exit-RN exam is linked to the Level IV capstone clinical course, NG 246.
This exam is administered at the end of the semester to all eligible Level IV students to
measure student attainment of core knowledge. Students failing to score a minimum of
900 receive an incomplete in NG 246 and are given two additional opportunities, each
four weeks apart, to remediate and achieve a score of 900. Students failing to achieve a
900 on the third attempt receive an “F” in NG 246 and do not progress to graduation.
These students are considered for readmission according to the readmission policy
published in the 2009-2010 ADN Student Handbook.
Evaluation in the Psychomotor Domain
The psychomotor component of the Level I clinical course is evaluated by
student performance in one area, skills check-offs. An established critical skills check-off
tool is used for evaluation. In Level II, this component consists of skills check-offs and
clinical performance grades; whereas, in Level III, the psychomotor component is
determined by skills check-offs, care plans, clinical performance, and a clinical paper
grade. In Level IV, the grade for this component is derived from care plans, clinical
performance, and a clinical paper grade.
(1) Skills Check-Offs
Selected skills are introduced in Levels I, II, and III. Skills increase in complexity
as well as the knowledge required to demonstrate satisfactory performance. During
campus labs, students receive the theoretical foundation for selected skills and faculty
demonstrates correct skill performance. After independent practice, students are
required to individually perform the skill for a grade. A generic tool on exhibit is used to
evaluate student skill performance in Levels II and III. This generic tool reflects all
curricular concepts. Student behaviors under these concept(s) are weighted and
evaluated. Students must successfully perform each critical indicator for a selected skill
to earn a minimum grade of 78, “C” and perform the skill in the clinical setting. Students
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failing to earn a 78 on the first attempt are re-evaluated for minimum skill proficiency
before performing the skill in the clinical setting. However, the initial grade earned is
recorded.
(2) Care Plans
All students receive a written evaluation tool that is used to grade care plans.
The faculty annually reviews all evaluation tools to determine if the tool measures
student attainment of selected learning objectives and addresses the program’s nine
major concepts. In October of 2008, the faculty identified the concept of health was not
included in the Levels II, III, and IV tools used to evaluate care plans. The concept of
stress was not addressed in the Level II care plan evaluation tool. The faculty revised
Levels II, III, and IV care plan tools to include both concepts. The Level II, III, and IV
tools on exhibit are used to evaluate care plans and include all nine major curricular
concepts. All concepts are emphasized in increasing complexity across the curriculum.
(3) Clinical Performance
The faculty reviews the tool used to measure clinical performance with students
at the beginning of the respective clinical rotation schedule. This tool includes a
numerical scale that faculty use to evaluate student achievement of clinical objectives
for each of the nine major concepts. These concepts are evident in clinical objectives
which increase in required knowledge and complexity across the curriculum (Clinical
Performance Evaluation Tools on exhibit). The student is also actively involved in this
evaluation process. After each week’s clinical experience, the student evaluates
self-achievement of clinical objectives using the same numerical scale as faculty. The
student explains self-rating on the clinical evaluation form and submits the completed
self-evaluation to faculty for review. The faculty either concurs with or makes comments
on the student’s self-evaluation form explaining why a different grade was earned. This
tool allows the student and faculty to determine areas of achievement as well as focus
on opportunities for growth in the clinical setting. At the end of the clinical course, all
weekly scores are averaged, and the numerical value converted to the final clinical
performance grade based on the conversion scale included in the clinical evaluation tool
on exhibit.
It is essential to protect the client’s microbial, chemical, physical, psychological,
and thermal safety at all times. Therefore, all students must effectively use the nursing
process, adhere to previously learned principles, and exhibit appropriate independence
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or dependence in the clinical setting. Students violating any of the aforementioned
beliefs commit an unsafe behavior. Students violating safe practice are immediately
dismissed from the clinical setting pending further review by the Promotions and
Graduation Committee. Students are allowed a maximum of two violations of unsafe
practices throughout the entire curriculum, provided the second violation is not a repeat
of the first. In the event of deliberate malfeasance or failure to practice veracity, the
student is immediately dismissed from the clinical course and is not eligible for
readmission. The procedure for violation of safe practice and student’s right to appeal is
described in the 2009-2010 ADN Student Handbook on exhibit.
Although clinical course syllabi allocate weighted percentages in the cognitive
and psychomotor domains, the clinical evaluation tool provides a method for measuring
affective behavior. For example, the clinical evaluation tool on exhibit contains these
statements: “Displays an attitude appropriate for learning”, and “Appears relaxed and
confident when providing therapeutic interventions”.
(4) Clinical Papers
Level III students select a theory or clinical topic and submit a three- to
five-page paper focusing on the implementation phase of the nursing process. Level IV
students collaborate with the client to assess knowledge, identify a learning need, and
develop a teaching plan. This plan is implemented and evaluated in the clinical setting.
All aspects of the teaching-learning process are discussed in a formal paper. Established
written, weighted evaluation tools on exhibit are used to measure student achievement.
In October of 2008, the faculty determined some evaluation tools for written papers did
not reinforce the program’s nine major concepts. As such, the faculty is in the process of
revising these tools (See SPE).
Non-Graded Forms of Self-Evaluation
NLN achievement tests and HESI Specialty exams are given to provide students
with opportunities to take standardized tests. Results do not influence a student’s grade.
Rather, results are used to inform students about remediation needs. Student
performance on each exam is analyzed and discussed with students to provide insight
into personal areas of strength and weakness. Students use diagnostic data to engage in
remediation and prepare for the HESI Exit-RN and NCLEX-RN exams.
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Methods for Evaluating Achievement of Program Outcomes
Program outcomes are measured by a variety of sources to evaluate program
effectiveness. A tracking table is used to determine graduation rates for each new
cohort admitted to the program. Analysis of ASBN and National Council of State Boards
of Nursing (NCSBN) data determines performance on NCLEX-RN for each graduating
class. An Exit Survey determines rates and patterns of graduates seeking employment
immediately before or within six months of graduation. Graduate Program Satisfaction
and Employer Satisfaction with Graduate surveys are sent to graduates and their
employers within six months of graduation. Employer satisfaction with graduate
performance and graduate satisfaction with preparation are assigned an expected level
of achievement and results are evaluated annually by the Curriculum Committee
(Curriculum Minutes 2-24-09). All surveys are on exhibit.
Criterion 4.6 The curriculum and instructional processes reflect educational
theory, interdisciplinary collaboration, research, and best practice
standards while allowing for innovation, flexibility, and
technological advances.
Educational theories are evident in the curriculum and instructional methods used
by the faculty. Knowles’ Theory of Andragogy is used to teach adult learners. Knowles’
theory makes the following assumptions about the design of learning: First, adults need to
know why they need to learn. Second, adults need to learn experientially. Third, adults
approach learning as problem-solving. Finally, adults learn best when the topic is of
immediate value. Accordingly, the faculty provides instruction by (1) explaining the purpose
for learning specific information; (2) providing opportunities to apply theoretical concepts in
the clinical setting; (3) emphasizing use of the nursing process to provide and manage
nursing care; and (4) including current and relevant information necessary to practice
nursing.
In 2004, level and course objectives were revised and sequenced in hierarchical
order from simple to complex using the conceptual framework. Blooms’ taxonomy was used
to develop level and course objectives, as well as identify the complexity of these
objectives (Curriculum Minutes 3-9-04, 9-9-08).
The curriculum builds on interdisciplinary concepts from courses completed before
entering or taken concurrently with required nursing courses. Required general education
courses provide a foundation for nursing courses to build upon and improve students’
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ability to meet program and educational outcomes. Biological science courses provide a
theoretical foundation of human anatomy and physiology as well as a knowledge
concerning the effect of microorganisms on individuals. College algebra strengthens
students’ ability to analyze and think critically. Students use math skills to determine
accurate drug dosage and administration as well as assessment data such as intake and
output of fluid, wound measurement, and calculation of body mass. English courses
improve students’ verbal and nonverbal communication with clients and members of the
healthcare team. Information attained from social science courses enhance students’
comprehension of human growth and development, social relationships, as well as
interaction with culturally, diverse groups. Finally, the computer technology elective
improves students’ ability to be more comfortable with the computerized NCLEX-RN exam
and computer supported distance educational modalities. Furthermore, graduates are
expected to use computers in the clinical setting to provide and manage care.
Faculty incorporates current nursing research in nursing practice. Hence, faculty
selects texts that provide theory and clinical practice supported by nursing research
(Curriculum Minutes 9-9-08). Students select and implement therapeutic interventions
proven to be “best practices” to achieve desired client outcomes. For example, accurate
placement of a nasogastric tube is best determined by the pH of aspirated stomach
contents as opposed to only auscultation of instilled air to determine correct tube
placement. Examples of flexible, innovative, and technological teaching and learning
activities are found in Table 4.6.
Table 4.6 Flexible, Innovative, and Technological Teaching and Learning Activities
Teaching Activity Learning Activity
Lecture Presenting Material Using PowerPoint
Case Scenarios Assigning HESI and Software for Nurses case studies to promote critical
thinking and decision making in simulated settings
Collaborative Learning Arranging for student response to real-life community environmental needs after a tornado
Group Work Assigning small groups to assess health-related community resources and campus health promotion
Demonstration Demonstrating critical skills before required student return demonstration
Story Telling Sharing actual clinical scenarios in class to increase student understanding
of clinical concepts
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Teaching Activity Learning Activity
Games and Learning
Objects
Integrating online/in class games and learning objects into learning
activities to reinforce existing knowledge
Humor Including cartoons in PowerPoint and class presentations
Imagery Coordinating “comfort measures for expectant mothers” campus lab
Learning Contracts Developing learning contracts when applicable to define expected student behaviors in the classroom and clinical setting as well as upon readmission
Concept Mapping Assigning small student groups to develop concepts maps on various eating
disorders
Chunking Dividing growth and development and hospitalization of children into smaller units to improve learning
Poster Assigning small groups to make posters about health-related community resources
Rhetorical Questions Use of probing questions in tutoring sessions to clarify material
Self-Learning Modules Assigning dosage calculation modules to develop math competency skills
Simulation Using simulation manikins to teach physical and environmental assessment
Writing Requiring students to write a bioethical issues paper and state their position
Criterion 4.7 Program length is congruent with attainment of identified outcomes and consistent with the policies of the governing organization, state and national standards, and best practices.
The PCCUA ADNP requires a student to complete 72 credit hours to earn an
Associate in Applied Science in Nursing degree. This number of credit hours falls
between a range of 64 to 80 semester credit hours, which is the minimum number of
credit hours required by PCCUA to earn an Associate in Applied Science (AAS) degree
and the maximum number of hours allowed by the Arkansas Department of Higher
Education for an AAS degree. The total number of required PCCUA ADNP credit hours
also falls between a range of 64 to 80 semester credit hours as is common in other
NLNAC accredited nursing programs across the country (PCCUA ADNP Faculty Survey).
The Associate of Applied Science degree is also in compliance with Arkansas
Department of Higher Education guidelines published in the College Catalog. This degree
is awarded to students who complete a collegiate level program designed for direct
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employment. The program includes a minimum of 15 semester credit hours of general
education courses and more than 30 semester credit hours in a technical area. The
curriculum requires a mastery of skills and knowledge meeting specified performance
standards. Nursing courses account for 42 credit hours (58%) of the total number of
required program hours. Credit for PCCUA clinical courses is calculated by using a 1:3
credit to clock hour ratio. Credit for PCCUA theory courses is calculated by using a 1:1
credit to clock hour ratio. Non-nursing courses, including pre-requisites, comprise 30
hours (42%) of the total required credit hours. Table 4.7 compares distribution of the
total number of required program credit hours. All courses required for the degree are
listed in the College Catalog.
Table 4.7 Distribution of Total Number of Required Program Credit Hours
COURSES 16 WEEKS = 1 SEMESTER
TOTAL CREDIT HOURS
THEORY CREDIT HOURS
WEEKLY THEORY CLOCK HOURS
LAB or CLINICAL CREDIT HOURS
WEEKLY LAB
CLOCK HOURS
Required Pre-requisites
BY 154, A & P I 4 3 3 1 3
BY 164, A & P II 4 3 3 1 3
BY 224, Microbiology 4 3 3 1 3
MS 123, College Algebra 3 3 3
Level I
EH 113, English I 3 3 3
PSY 213, General Psychology 3 3 3
NG 143, Nursing Process: Assessment 3 1 1 2 6
NG 113, Foundations in Nursing 3 3 3
Level II
EH 123, English II 3 3 3
NG 123, Normal Nutrition 3 3 3
NG 134, Nursing Process: Planning 4 1 1 3 9
NG 124, Concepts and Principles of
Supportive Nursing Care 4 4 4
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COURSES 16 WEEKS = 1 SEMESTER
TOTAL CREDIT HOURS
THEORY CREDIT HOURS
WEEKLY THEORY CLOCK HOURS
LAB or CLINICAL CREDIT HOURS
WEEKLY LAB
CLOCK HOURS
Summer
Computer Technology Elective 3 3 3
Level III
SY 213, Fundamentals of Sociology 3 3 3
NG 236 – Nursing Process: Implementation
6 1 1 5 15
NG 216 – Concepts and Principles of
Restorative Nursing Care 6 6 6
NG 221 – Concepts of Client Care
Management 1 1 1
Level IV
NG 246 – Nursing Process: Evaluation 6 1 1 5 15
NG 226 – Concepts and Principles of
Preventive Nursing Care 6 6 6
Total Credit Hours 72
Four additional courses recommended but not required for program completion
are NG 223, Pharmacology for Nurses- 3 credit hours; NG 133, Dosage Calculation for
Nurses- 3 credit hours; NG 212, Clinical Case Studies I-2 credit hours; and NG 222,
Clinical Case Studies II-2 credit hours. One of these non-required nursing courses, NG
223, is open to non-nursing as well as nursing students.
Criterion 4.8: Practice learning environments are appropriate for students learning and support the achievement of student learning and program outcomes; current written agreements specify expectation for all parties and ensure the protection of students.
Faculty acquire appropriate practice learning environments by initiating and
maintaining written clinical affiliation agreements with acute- and extended-care settings
where students engage in active, clinical learning experiences that provide opportunities
for achievement of learning objectives. Agreements are reviewed and renewed annually
by the Dean of Allied Health and faculty (Faculty Minutes 8-13-08). Each agreement
includes effective dates, and includes a statement the agreement will continue until such
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time as either party notifies all concerned in writing at least one semester prior to the
end of desired termination. This allows sufficient time for currently enrolled students to
complete the clinical rotation. Agreements include specific responsibilities of the
institution, agency, and participants. A clinical agency list with contracts is on exhibit.
The majority of clinical assignments are in the acute-care clinical settings in Table 4.8
Table 4.8 Clinical Agencies for Acute-Care Clinical Learning Experiences
Course Campus Agency Area
NG 143
HWH Helena Regional Medical Center, HWH, AR Medical-Surgical
DeWitt Baptist Health, Stuttgart, AR Medical-Surgical
Stuttgart Baptist Health, Stuttgart, AR Medical-Surgical
NG 134
HWH
Helena Regional Medical Center, HWH, AR
Northwest Mississippi Regional Medical Center,
Clarksdale, MS Arkansas State Hospital, Little Rock, AR
Medical-Surgical, Nursery,
ICU, ER, OR, Rehab Psychiatric
DeWitt Baptist Health, Stuttgart, AR
Arkansas State Hospital, Little Rock, AR
Medical-Surgical, Nursery,
ICU, ER, OR Psychiatric
Stuttgart Baptist Health, Stuttgart, AR
Arkansas State Hospital, Little Rock, AR
Medical-Surgical, Nursery,
ICU, ER, OR Psychiatric
NG 236
HWH
Helena Regional Medical Center, HWH, AR Northwest Mississippi Regional Medical Center,
Clarksdale, MS
Medical-Surgical Ambulatory Care
Home Health
OR, RR, OB, ER, ICU Nursery, Rehab
DeWitt
Jefferson Regional Medical Center, Pine Bluff,
AR
DeWitt Hospital and Home Health
Medical-Surgical
Ambulatory Care OR, RR, OB, ER, ICU
Nursery Home Health
Stuttgart
Jefferson Regional Medical Center, Pine Bluff,
AR
DeWitt Hospital and Home Health
Med-Surgical
Ambulatory Care OR, RR, OB, ER, ICU
Nursery Home Health
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Course Campus Agency Area
NG 246
HWH
Helena Regional Medical Center, HWH, AR Northwest Mississippi Regional Medical Center,
Clarksdale, MS
Medical-Surgical Ambulatory Care
Home Health OR, RR, OB, ER, ICU
Nursery, Rehab
DeWitt
Jefferson Regional Medical Center, Pine Bluff, AR
DeWitt Hospital and Home Health, DeWitt, AR
Medical-Surgical Ambulatory Care
OR, RR, OB, ER, ICU Nursery
Home Health
Stuttgart
Jefferson Regional Medical Center, Pine Bluff, AR
DeWitt Hospital and Home Health, DeWitt, AR
Medical-Surgical Ambulatory Care
OR, RR, OB, ER, ICU Nursery
Home Health
Students on each campus obtain additional clinical experiences at local health
departments, pediatric facilities, community health education centers, specialty clinics
such as dialysis, local schools and daycare centers, and various medical offices.
Faculty and students complete an Evaluation of Clinical Agency Survey on exhibit
to evaluate students’ achievement of clinical objectives in assigned agencies. The results
of both faculty and student evaluations for the spring and fall of 2008 indicate that all
agencies used were satisfactory (Curriculum Minutes 9-9-08).
Criterion 4.8.1 Student clinical experiences reflect current best practices and nationally established patient health and safety goals.
Students are taught standards of care, protocols, procedures, guidelines, and
critical pathways to promote client health and safety. Students have an opportunity to
promote health and safety by implementing current best practices when caring for
assigned clients. Examples of learning experiences reflecting best practices and
nationally established client health and safety goals are illustrated in Table 4.8.1.
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Table 4.8.1 Examples of Learning Experiences Reflecting Best Practices for
Client Health and Safety
Best Practices Client Health and Safety Examples of Learning
Experiences
Confirm identity using two client identifiers according to agency policy
Accurate client identification
Adhere to policy for acceptable medical abbreviations
–use mL instead of cc
Appropriate usage of medical
abbreviations
Two licensed nurses must validate brand name and dosage for insulin, heparin etc.
Safe administration of medications/high alert medications
Validate home medications with ordered medications Medication reconciliation
Follow hospital policy when administering
anticoagulation therapy such as Heparin and Coumadin
Correct use of anticoagulants
Hand hygiene
Follow isolation protocol
Standard precautions
Use a fall scale to determine each client’s risk for falling
Reduce risk of client falls
Use alternative resources before resorting to restraint
use
Verify restraint order and document by protocol
Correct use of restraints
Informed consent Validating congruency of self-marked site by the client
for surgery with the site designated on the operative permit
Active client involvement in own care
MRSA screening for high risk clients such as those
admitted to ICU or admitted from a nursing home
Decrease risk of health care-
associated infections
Electronic charting Walking rounds
Improve effectiveness of communication among caregivers
Use Braden scale to determine risk for skin breakdown Identifies client safety risks
Follow protocol to report critical values within
allocated time frame
Appropriately report critical values
Notify clinical faculty and/or rapid response team for intervention for changing client conditions
Recognize and respond to changes in a client’s condition
Criterion 4.9 Learning activities, instructional materials, and evaluation methods are appropriate for the delivery format and consistent with student learning outcomes.
Through the use of asynchronous and synchronous delivery formats, the faculty
ensures program and educational outcomes attained by students on all campuses occur
in a manner that reflects consistency and fairness. Communication is considered to be
the most important tool utilized to provide quality, innovative instruction. Ample
opportunity exists for interaction among faculty and students in each instructional
delivery system, whether in person or via distance education. Thus, students are able to
grow as members of the profession by acquiring knowledge and skills, as well as
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establishing connections and networking with fellow classmates in the broader
Mississippi Delta region. Faculty delivering program content to the distance site received
a mean score of 4.7 in instructional design and 4.92 in instructional delivery from all
students engaged in distance education. The maximum score possible is five (2008
Faculty Evaluation Data).
Although program and educational learning outcomes are the same for both
HWH and distance campus students, the faculty must utilize a variety of learning
activities to develop a cohesive and positive cohort of students among the campuses. In
accordance with the ADNP’s philosophy, learning is the responsibility of the learner and
as such, students must be self-directed. Learning activities are structured in a manner in
which students are able to actively participate and independently identify strengths and
weaknesses. Strategies used by the ADNP faculty to promote the attainment of student
learning outcomes include lecture interspersed with periods of question and answers
sessions or discussion, online discussion questions posted on Blackboard CE, role
playing, case-study simulation, small group work sessions, demonstrations, multimedia
slides/presentations, as well as interactive software and video materials. The faculty
remains abreast of current trends and actively incorporates them in learning activities.
Through the use of aggregated and trended data on program completion, the
faculty made changes in the distance education practice in the fall of 2007. In an effort
to increase the quality of delivery and consistency among campuses, the faculty began
requiring students on the distance campuses to travel to the HWH campus on scheduled
campus labs. As a result, cohesion and engagement among the students on all
campuses improved. The program completion rate on the DeWitt campus increased (See
SPE).
Instructional materials include the aforementioned Blackboard CE server in which
students are given a username and password allowing them access to PowerPoint
presentations, e-mail, discussion boards, grades, and online exams. Software for Nurses
and DXR interactive software are available online and can be accessed from any
computer on- or off-campus. The faculty requires selected case studies to be completed
and submitted for evaluation. Other case studies are available for supplemental learning.
In the spring of 2008, the faculty purchased a comprehensive video collection made
available online to all nursing students through an established server. Didactical content
is delivered through an interactive video conferencing system which allows for visual and
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audio interaction in real time. In the event of a power failure on any campus, the system
has the capacity to record the presentation for viewing at a later time. SMARTboards are
located throughout each campus to aid in the delivery of course content. Faculty on all
campuses has personal computers allowing for electronic document exchange and e-
mail. In addition, voice mail, fax machines, and a courier system enhance
communication among faculty on all campuses.
Under the supervision of each level coordinator, student learning is evaluated
consistently among all campuses. Daily, unit, and final exam items are written by the
faculty who delivered the content. To maintain test security, all students take scheduled
exams at the same time. Unit and final exams are usually administered via Blackboard
CE with all students taking the same exam. Once all exams are submitted for grading,
faculty performs a statistical analysis. Each item may be evaluated for its difficulty level,
discrimination index, and distractor analysis. All faculty have input into the analysis of
the exam. If an item is found to have a formatting error, the item may be credited for all
students. Grades are released to the students, and the exam is available for review.
Daily exams and other submitted work are usually on paper and graded by the faculty
on each campus using the same established grading tool.
As the faculty grows from novice to expert in the field of distance learning,
challenges continue to present themselves. The delivery of the curriculum to students on
the HWH and the distance campuses must evolve with changes in technology.
Regardless of delivery format, the consistency and appropriateness of the content
delivered is an important quality needed to ensure students receive a sound educational
program.
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Standard V: Resources
Criterion 5.1 Fiscal Resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization.
The nursing program on each campus has a separate budget. The budgets on
the HWH and DeWitt campuses provide fiscal resources for both the ADNP and PN
programs. The Stuttgart nursing budget supports only the ADNP as there is no PN
program on this distance campus. Arkansas uses a funding formula to distribute money
among the 22 two-year state colleges. This formula factors in head count, full-time
equivalency, the size and age of the physical plant, as well as unstable tax revenues
resulting from economic volatility. The same formula is used to distribute dollars
objectively and equitably among the three campuses to provide fiscal resources to meet
the ADNP needs. The nursing budget is adequate to meet program and educational
outcomes on the HWH campus. Fiscal resources specific to the distance campuses are
addressed in criterion 5.4.
The budget consists of five categories: (1) supplies and services; (2) travel; (3)
capital outlay; (4) Dean of Allied Health, faculty and staff salaries; and (5) student labor.
Even though the Dean of Allied Health is not directly responsible for managing employee
and student salaries, the Dean of Allied Health with faculty input has a direct line of
communication with the Vice Chancellor for Instruction and Chancellor regarding faculty
and staff salaries. For example, the Dean of Allied Health in collaboration with the Vice
Chancellor for Instruction obtained additional compensation for faculty teaching “Boot
Camp” orientation sessions before the beginning of the fall semester. Table 5.1
illustrates allocated money for the HWH campus for the past three fiscal years.
Table 5.1.1Approved Maintenance and Operations Nursing Budget HWH Campus
Fiscal Year 2007 2008 2009
Budget
Request
Monies
Allocated
Budget
Request
Monies
Allocated
Budget
Request
Monies
Allocated
Supplies/Services $29,900 $29,000 $29,900 $30,000 NA $27,500
Travel $5,432 $5,432 $5,432 $5,500 NA $4,950
Capital Outlay $8,000 $0 $8,000 $0 NA $0
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Fiscal Year 2007 2008 2009
Budget Request
Monies Allocated
Budget Request
Monies Allocated
Budget Request
Monies Allocated
Salaries without fringe benefits
$417,510 $417,510 $420,633 $420,633 NA $425,977
Student Labor $2,465 $2,465 $1,956 $1,956 NA $2,555.98
Totals $463,307 $454,407 $465,921 $458,089 NA $460,982.98
In 2008, college administrators were faced with economic restraints that included
rising fuel costs, increasing insurance rates, a state mandated two percent pay raise for
classified staff, and projected decreasing state appropriations for FY 2009. As a result,
administration made the difficult decision to impose a 10% decrease in the following
budget categories: (1) library holdings; (2) supplies and services; (3) travel; and (4)
equipment for all budget directors. Thus, budget directors did not submit budget
requests for FY 2009. Budget appropriations for this year were made for the ADNP
based on the FY 2008 budget (Chancellor’s Cabinet Minutes 4-21-08). Through college
division restructuring and acquisition of additional grant monies for the college, monies
that originally would have gone to the Division of Technology and Industry were
reallocated to the Divisions of Allied Health as well as Arts, Math, and Science. In FY
2009, the ADNP experienced a nine percent reduction in both supplies and services and
travel. In spite of this decreased allocation, fiscal resources for supplies and services as
well as travel in the nursing budget for 2009 were sufficient to meet program and
educational needs. The Dean of Allied Health and faculty realize procurement of grant
funding and private donations from partners may be needed to compensate for
decreasing program revenues and increasing costs.
Supplies and services monies are used for maintaining and improving the skills
lab, instructional equipment not exceeding $5,000, office and instructional supplies,
postage, rental fees for a copier and fax machine, supplemental testing materials,
advisory board lunches, and graduation reception expenses. Agency membership fees
for NLNAC, NLN, N-OADN, Arkansas for Nurses, NCLEX-RN Program Report, and ADN
Council are also paid from this budget category. Also, these monies may be used to
purchase additional videos and computer software programs.
Travel monies are used to compensate faculty for expenses incurred for travel to
and from non HWH clinical facilities when a college vehicle is not available. In addition,
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travel and per diem expenses are provided for faculty when occasional overnight lodging
is required to supervise students during mandatory clinical rotations.
In addition to monies allocated for supplies and services as well as travel, the
faculty agrees current college resources are adequate to support the salary and benefit
package provided to the Dean of Allied Health, seven FT and one PT faculty, along with
one FT administrative assistant on the HWH campus. The college faculty salary schedule
is based on educational preparation and experience and progresses in steps that reflect
raises to remain competitive. Salaries on all campuses reflect base salaries and
additional compensation for advising as well as summer term and CIV instruction. This
compensation is charged to a specific account, advising or instructional salaries, within
the general fund. A generous benefit package, which is approximately 30% of the
average base salary, complements the base salary and supports retention and
recruitment of college employees.
According to Administrative Procedures 370.02 and 364.01, salaries for faculty
are based on a 9- month contractual agreement with an option to teach summer school.
Based on prior teaching and/or work experience, faculty is placed on an established
salary scale. Faculty with previous teaching experience is given one salary step for each
year of teaching experience. Faculty without previous teaching experience is given a
salary step for each year of nursing practice (Administrative Procedure 370.03). All
non-master’s prepared faculty are placed on the salary scale at the master’s level upon
enrollment in a graduate nursing education program. All nursing faculty contracts reflect
an additional $8,000 compensation for clinical clock hours worked. Each semester
faculty teaching via CIV receives compensation for CIV instruction. In addition, faculty
receives reimbursement for the “Boot Camp” orientation workshops (Administrative
Procedure 364.01).
An additional college resource that supports the ADNP is employment of a
college work-study student. This individual must be enrolled in a non-allied health
program. This individual is available to assist with non-academic, clerical work.
Faculty and the Dean of Allied Health may request to receive faculty
development monies to attend national, state, regional, or local professional
development activities. Requests to the Vice Chancellor for Instruction on the HWH
campus are fulfilled on a first-come, first-served basis and on the merit of the request
until all resources are exhausted. Since the Dean of Allied Health and each faculty
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received $3,300 through grant funding to attend at least one self-selected, professional
activity in 2008-2009, the Dean of Allied Health and faculty did not request to use
college faculty development monies during FY 2009.
Maintenance of the physical facility, furnishings, and necessities such as heat,
air, water, and lights are sustained by appropriations from the Vice Chancellor for
Administration and Finance’s Building and Maintenance and Utilities budgets. Resources
for capital outlay expenditures exceeding $5,000 may be obtained when the Dean of
Allied Health makes a specific budget request for these resources. Capital outlay monies
are used to purchase equipment that promotes an effective learning environment. Given
the amount of grant money the ADNP has received since FY 2007 for technology
maintenance and upgrades, student assessment tools, learning resources, and faculty
development, the Dean of Allied Health did not request capital outlay money for the
HWH campus in FY 2009.
Monies allocated to the Division of Allied Health, which includes the ADNP, are
commensurate with college resources. Table 5.1.2 compares the percentage of money
allocated to divisions for supplies and services and travel for FY 2009.
Table 5.1.2 Comparison of the Percentage of Money Allocated to Divisions for
Supplies and Services and Travel for Fiscal Years 2008 and 2009.
Divisions Allocation in FY 2008
Percentage Allocation in FY
2009 Percentage
Allied Health $53,600 27% $53,380 30%
Business* $38,900 20% $71,190 40%*
Arts and Sciences $48,050 24% $43,760 25%
Adult Ed $9,600 5% $8,640 5%
Information Systems,
and Applied Technology* $47,100 24% NA* NA*
Total $197,250 100% $176,970 100%
* Business and Information System and Applied Technology Combined in FY 2009
Of the total amount of monies allocated for supplies and services and travel to
the Division of Allied Health, 92% of this allocation is designated to support the program
and educational goals of the nursing programs on the HWH campus. This percentage is
equitable in comparison to appropriations for other active allied health programs for two
reasons. First, the nursing programs have a significantly higher student enrollment.
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Second, these programs are longer in length in comparison to the phlebotomy, nursing
assistant and emergency medical technician programs. Enrollment numbers for all allied
health programs are available in the Dean of Allied Health’s office.
The Dean of Allied Health annually receives a discretionary budget for supplies
and services and travel expenses to and from distance campuses, statewide nursing
meetings, and continuing education activities. In FY 2009, money allocated for supplies
and services was the same amount allocated in 2008. Since the Dean of Allied Health
did not use all budgeted travel money in 2008, monies allocated to the Dean of Allied
Health for travel were reduced by 10%. The Dean of Allied Health’s budget is sufficient
to fulfill expected responsibilities. Table 5.1.3 shows the Dean of Allied Health’s budget
for the past three fiscal years.
Table 5.1.3 Approved Maintenance and Operations Dean of Allied Health/ADNP Director Budget
Fiscal
Year 2007 2008 2009
Budget Request
Monies Allocated
Budget Request
Monies Allocated
Budget Request
Monies Allocated
Supplies/
Services $500 $500 $1,000 $1000 * $1,000
Travel $450 $450 $600 $600 * $540
Totals $950 $950 $1,600 $1,600 * $1,540
*Budget allocations are based on FY 2008 funding and as such, budget requests were not submitted for FY
2009. Refer to criterion 1.7 for rationale.
Table 5.1.4 illustrates the Dean of Allied Health’s budget for travel and supplies
and services are commensurate with money allocated to other division deans in FYs
2008 and 2009. The Division of Allied Health has fewer programs in comparison to the
Division of Art, Math, and Science and Division of Business, Information Systems and
Applied Technology.
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Table 5.1.4 Comparison of Allocated Monies for Deans
in Fiscal Years 2008 and 2009
College Divisions Budget Allocation for
Each Division Dean
Percentage of College
Monies Available for
Allocation to Dean’s
Budgets
2008 2009 2008 2009
Dean of Allied Health $1,600 $1,540 14.6% 20%
Dean of Art, Math, and Sciences $2,500 $2,400 22.7% 31%
Dean of Business* $1,800 $2,340* 16.3% 29%*
Dean of Adult Education $1,600 $1,540 14.6% 20%
Technology Information Systems,
and Applied Technology* $3,500 * 31.8% *
Total $11,000 $7,820 100% 100%
* Business and Information Systems and Applied Technology Combined in FY 2009
Criterion 5.2: Physical resources (classrooms, laboratories, offices, etc.) are sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of faculty, staff, and students.
Faculty and students annually evaluate the physical facility on the HWH campus.
The physical resources on the HWH campus are sufficient to meet program outcomes
and needs of faculty, staff, and students. See SPE for results.
The nursing building is housed on the north side of the HWH campus. The
building encompasses 16,570 square feet and includes an auditorium, skills labs,
classrooms, Mitchell Science Annex, administrative suite, faculty offices, student and
faculty lounges, computer labs, restrooms, security measures, and is accessible to
physically challenged individuals.
The HHF Nursing Auditorium is a distance learning classroom seating more than
100 students. This room contains an EPSON multimedia projector, Tandberg
videoconferencing system, and an ELMO digital visual presenter. Laptop computers are
compatible with this equipment and allow for Internet access. A 30 X 50 foot retractable
screen is available to show VCR/DVD presentations to further enhance student learning.
Faculty has access to a phone to communicate with individuals on all distance sites and
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seek technical assistance as needed. A separate room at the back of the auditorium
provides secured storage space for departmental equipment.
The nursing building has two large skills labs that may be divided into four
smaller labs. One lab is assigned to freshman students and the other to sophomores.
Skills labs are available for individual use except during published class times. Also, the
ADNP may use the, fully equipped, practical nursing (PN) skills lab when additional
space is desired, and the room is not being used by PN faculty and students.
The nursing building contains an additional distance education classroom
comparable to the auditorium as well as two traditional classrooms. The ADNP uses this
classroom to conduct multi-campus meetings. Traditional classrooms may be used by
other divisions when not in use by the ADNP. Distance and traditional classrooms are
equipped with chairs, tables, and blackboards.
Two up-to-date computer labs with Internet access and printers are located in
the nursing building along with a private computer lab which is reserved to
accommodate students with documented special needs. One computer lab contains 39
computer stations equipped with a personal computer and chair. This room also contains
three printers, a dry erase board, phone, storage shelves, and desks with chairs. The
second computer lab contains 16 additional computer stations, two printers, and a
phone. The private computer lab contains a computer station with printing capability.
The nursing building also houses the Mitchell Science Annex. This section of the
building contains two large lab spaces for biology, microbiology, and anatomy and
physiology classes. When not in use for science classes, this space is available to
conduct tutoring as well as drug dosage and calculation instruction.
Conveniently located in the nursing building, there is an administrative suite that
houses the main lobby, the administrative assistant and Dean of Allied Health offices,
faculty workroom, a large conference room, faculty and student lounges, and employee
and student restrooms. The Dean of Allied Health’s private office is located next to the
administrative assistant’s office and is furnished with a desk, credenza, chairs, table,
bookshelves, and personal computer with Internet access, printer, locking file cabinets,
shredder, and speaker phone with voicemail capability.
The administrative assistant’s office is furnished similarly to the Dean of Allied
Health’s office but also includes two printers and copy/fax/scanner machine. Behind the
administrative assistant’s office, there is a workroom that houses additional secured
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filing cabinets, departmental records, office supplies and equipment, supplemental
learning resources, and faculty mailboxes.
Each nursing faculty has a private office located on “faculty row”. Each office is
furnished with a desk, chairs, personal computer with Internet access, printer, phone
with voicemail, book shelves, and locking file cabinets. The faculty uses office space to
conduct work and hold private student/faculty conferences. One unoccupied office on
“faculty row” is furnished with a table and chairs. The faculty uses this office to have
faculty meetings and conferences with one or more students. A private faculty restroom
is available.
A student lounge is located within the area of the administrative suite. The
student lounge is very small which limits the number of students that can use this
space. The lounge provides students with access to vending machines, a microwave,
chairs, small table, and professional literature. The Bonner Student Center, which is in
close proximity to the nursing building, is an area housing the campus bookstore,
financial aid offices, student services, cafeteria, and a meeting room. This area provides
vending machines, tables, chairs, televisions, outdoor patios with sitting areas, and
restroom accommodations. Students may reserve the meeting room to hold student
activities such as health fairs.
The faculty lounge, in the nursing building, is located next to the student lounge.
This area contains tables with chairs, additional seating, beverages, a microwave, and
kitchenette. Professional literature is available for faculty reading.
To provide a safe working environment, the nursing building has surveillance
security cameras located in and outside the building. Indoor cameras are located in all
main hallways, faculty row, and the administrative suite. Outside cameras provide
surveillance of parking lots. Activities captured by security cameras are monitored from
the offices of the Dean of Allied Health, administrative assistant, maintenance, or from
another administrator’s computer. Security doors are also in place on faculty row and at
the administrative suite. In addition to cameras, campus security is available on Sunday
from 4 pm to 11 pm and all other days from 8 am to 11 pm. City police provide
additional security on the HWH campus as needed.
The nursing building is in compliance with Occupational Safety and Health
Administration (OSHA), state fire regulations, and meets American Disability Act (ADA)
requirements for physically challenged students. An emergency plan addressing
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on-campus vehicle accidents, bomb threats, civil disturbances, fire, hazardous weather,
serious injury or illness, and physical plant problems is accessible to students and faculty
in several locations within the nursing building.
Criterion 5.3: Learning resources and technology are selected by faculty and are comprehensive, current, and accessible to faculty and students including those engaged in alternative methods of delivery.
Learning Resources
HWH faculty and students have access to comprehensive and current library
resources through Lewis Library staff, holdings, databases, and interlibrary loan.
Resources for distance campuses are discussed in criterion 5.4.
(1) Library
Jerri Townsend is the Library Director for the HWH, DeWitt, and Stuttgart
libraries. Ms. Townsend’s office is housed on the Stuttgart campus. She travels weekly
to the HWH and Dewitt libraries to manage library operations and services. The HWH
Lewis Library staff consists of an assistant librarian, two library technicians, and two
circulation desk/general information personnel.
Lewis Library holdings include electronic subscriptions, books, journals,
newspapers, as well as videos, DVDs, CDs, and audio cassette tapes. There are 360,088
volumes with 480 focusing on nursing/allied health, and 98 periodicals with 30 specific
to nursing. A list of journals, including those for nursing, is on exhibit. Current nursing
references are centrally located on the bottom floor. This space is designated for nursing
students and conducive to learning. Table 5.3 illustrates money allocated for supplies
and services and percentages allocated to purchase Lewis Library nursing resources for
FYs 2008 and 2009.
Table 5.3Total Money Allocated for HWH Lewis Library Supplies and Services and
Percentages Allocated to Purchase Lewis Library Nursing Resources for Fiscal Years 2008 and 2009.
Fiscal Year Total Supplies and
Services Budget
Percentage Allocated
to Nursing by Campus
2008 $30,000 52.4%
2009 $27,000 55.6%
Currently, faculty and students may not access electronic databases from home,
because information technology personnel have no way to set permissions on other
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educational web sites. These other web sites are linked to the college’s web page. The
electronic databases allow access through the log in screen based on the college’s IP
addresses. When faculty and students are off-campus, the faculty’s or student’s IP
address is associated with this individual’s respective Internet provider. Since personal
IP addresses do not match the college’s on-campus IP address, students and faculty
may not log in. The Library Director is currently pursuing avenues to allow students to
access these databases from off-campus. The Lewis Library staff is available to assist
individuals to use college computers to conduct free electronic database searches.
Library patrons may access a wide range of full-text and abstract material through
online, searchable, databases on exhibit. The EBSCO database provides access to other
databases containing information relevant to nursing such as:
PsychINFO (Psychology and Behavioral Science collection) CINAHL (Nursing and Allied Health) ERIC (Professional Development Collection, education) Health Source (Nursing/Academic Edition, Consumer Edition and Clinical
Pharmacology)
Two library computers are reserved for catalog and database searches. Ten
additional computer workstations with Microsoft software products, Internet access, and
two printers are available for public use. On-site materials may be copied in the Lewis
Library for a fee. Library hours are posted on the door and published on the college web
page. The Lewis Library is open to patrons during the fall and spring semesters Monday
through Thursday from 7:45 am to 8:00 pm and on Friday from 7:45 am to 4:00 pm.
Patrons may contact library staff to make arrangements to use the library after normal
operating hours.
The ADNP’s Learning Resource Committee (LRC) annually reviews the currency
of nursing references. Resources with a publication date older than five years are
purged annually. Resources older than five years, chosen by the faculty to remain in the
collection, are labeled, “This reference is for historical and research purposes only and is
not intended as a current healthcare reference.” A horizontal slash is marked on the
spine of any text older than five years that is the latest publication and a current holding
in the University of Arkansas for Medical Sciences (UAMS) library. This reference remains
on the shelf and is reevaluated in one year for continued inclusion in the collection. An
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“H” is marked on the spine of any text selected to remain in the collection for historical
purposes.
The Dean of Allied Health, faculty, and/or LRC members recommend to the
Library Director new references for purchase. AJN’s Book of the Year Awards list, books
reviewed in NLN’s Nursing Education Perspectives, and Doody’s Core Titles for Nursing
are some sources used to select requests (Curriculum Minutes, 9-4-08). Occasionally,
nursing references are given to the Lewis Library in memoriam or as an honorarium.
Individuals have access to library holdings on distance campuses as well as
global libraries through interlibrary loan. This service is free to the user unless the
lending library requires a service fee. In this case, the charge is incurred by the person
requesting the loan. Faculty and students annually complete a Library Satisfaction
Survey on exhibit (See SPE for results).
In addition to the Lewis Library, all students and faculty have access to the HWH
Victor A. Juengel Library located at the Delta Area Health Education Center (Delta
AHEC). This medical library has one full-time library staff to assist individuals to access
in-house and electronic materials. Delta AHEC has videos, CD-ROMs, teaching models,
and pamphlets available for faculty and student use.
(2) Nursing Skills Labs
Each skills lab has a personal computer with Internet access, a SMARTboard
multimedia system, tables, and chairs. Each lab has four, simulated, private or
semi-private client rooms complete with appropriate lighting, beds, over-bed and
bedside tables, sinks, soap, paper towel dispensers, privacy curtains, and waste
receptacles. Various mannequins are available for simulation of clinical experiences.
Located between each lab is a locked storage room with simulation supplies. In addition,
a half bath is shared between the two skills labs.
Skills labs support achievement of learning objectives by providing space and
equipment for faculty to demonstrate and students to practice skills. Client scenarios
strengthen skills, promote critical thinking and decision-making, as well as develop
self-confidence before students provide direct client care. Faculty and students annually
complete a Laboratory Classroom Satisfaction Survey on exhibit (See SPE for results).
(3) Concept Media Videos
In the spring of 2008, grant monies were used to purchase a, faculty selected,
comprehensive list of Concept Media videos. All videos are on a college server to provide
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faculty and students with equal access to this learning resource. Students and faculty
may obtain the complete video list from the HWH administrative assistant. In
2008-2009, faculty and students will be surveyed to evaluate satisfaction with Concept
Media videos (See SPE for results).
(4) Software for Nurses
Software for Nurses is a web-based program offering nursing scenarios for
clients with acute, chronic, and critical conditions presented in case study format.
Scenarios include fundamental nursing concepts, adult health, maternity, pediatric,
psychiatric-mental health, critical care, drug calculations, and peri-operative nursing
content. Case studies challenge students’ nursing knowledge and decision-making skills.
They are also used to teach or reinforce content, to remediate, and as alternative
learning experiences to prepare for the NCLEX-RN. Traditional and alternative style
questions provide students with practice taking test items. All scenarios are scored
automatically upon completion. Written performance and diagnostic information is
available to faculty and students. Faculty may track student use and performance. After
licensed individuals successfully complete scenarios, continuing education credit is
awarded. Software for Nurses periodically updates programs and notifies the Dean of
Allied Health of these updates. These are on exhibit. Faculty and students on each
campus annually evaluate satisfaction with this software program (See SPE for results).
(5) DxR Nursing Case Studies
DxR is an online software program providing students with virtual client
encounters to assist with comprehension of the nursing process. Students assess a client
through a virtual physical exam, select the desired number of nursing diagnoses, design
a care plan, evaluate client outcomes, and answer content related questions in each
case study. Students are provided codes to access assigned case studies and faculty has
group access on- and off-campus. Separate accounts are created for freshman and
sophomore faculty to tailor case studies to supplement course content. DxR informs
faculty of periodic software updates by e-mail. This resource is not formally evaluated;
however, students verbally report this software is cumbersome and time consuming.
(6) Personal Digital Assistant (PDA)
Each faculty has a PDA equipped with health-related software for use by
students and faculty in the clinical setting. Students use the PDA to access information
related to safe administration of medications. In addition, students have access to a
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medical dictionary and synopses of specific diseases. Faculty regularly synchronizes
PDAs to receive software updates. Although there is no formal evaluation of this
resource, students provide positive feedback about this learning experience.
(7) HESI Evolve Case Studies
Level III and IV students may enroll in non-required elective courses, named
Clinical Case Studies I and II. Students purchase a pin code from one of three college
bookstores to access all Evolve Apply Complete Online Case Studies. This program
includes case studies focusing on pediatrics, fundamentals, management,
medical-surgical, obstetrics, psychiatric/mental health, and test-taking tutorials. Faculty
may tailor case studies to meet students’ learning needs. These case studies provide
students with realistic client situations in conjunction with critical-thinking questions to
assist students to develop sound clinical judgment and management skills in complex
situations. Questions cover physiological and psychological conditions, management,
pharmacology, and nursing concepts. Application level questions provide additional
exposure to the complexity level of some questions on the NCLEX-RN exam. Students
evaluated these two non-required elective courses for the first time in 2008-2009.
(8) Equipment Bags
Students purchase an equipment bag the first semester of each year. The
content of each bag is specified by the faculty. Students use required equipment for
practice and evaluation of critical skills.
(9) “iClickers”
In late spring of 2009, “iClickers” were purchased for faculty and student use in
the classroom setting. This innovative classroom response system will be used in the fall
of 2009 to foster peer discussions and allow faculty to assess students’ understanding of
content presented. “iClickers” are an active teaching strategy that enhances student
comprehension and learning.
Technology Resources
Students and faculty may access technology support by contacting the
company’s customer support team. On-campus information technology support
personnel are also available to assist faculty and students.
(1) Computer labs
Two nursing computer labs are available for student use and testing in the
nursing building. All labs were updated with new computers and printers in 2007. All
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have Internet access and are equipped with Microsoft Office 2007. Except for scheduled
testing and review, computer labs are available to students during daytime working
hours. Faculty and students annually evaluate all computer labs by completing an
online Computer Lab Satisfaction and Accessibility Survey on exhibit (See SPE for
results).
(2) Blackboard CE
All required nursing courses are web-enhanced and use Blackboard CE to
facilitate student learning. Blackboard CE is used to publish course documents,
communicate course content, and assess student learning via computerized testing.
Faculty and students are oriented to Blackboard CE upon employment or entry to the
program. Faculty and students annually complete a Blackboard CE survey on exhibit to
determine satisfaction with this technology (See SPE for results).
Criterion 5.4 Fiscal, physical, technological, and learning resources are sufficient to meet the needs of faculty and students and ensure that students achieve learning outcomes.
Fiscal
The nursing budget is adequate to meet program and educational outcomes on
the distance campuses. The same funding formula described in criterion 5.1 is used to
distribute money objectively and equitably among the distance campuses. Table 5.4.1
illustrates money allocated for the DeWitt distance campus for the past three fiscal
years.
Table 5.4.1 Approved Maintenance and Operations Nursing Budget–DeWitt Campus
Fiscal Year 2007 2008 2009
Budget Request
Monies Allocated
Budget Request
Monies Allocated
Budget Request
Monies Allocated
Supplies/Services $7,130 $6,000 $7,130 $6,000 NA $6,000
Travel $2,808 $2,500 $2,808 $2,000 NA $1,800
Capital Outlay $0 $0 $0 $0 NA $0
Salary without fringe benefits
$44,327* $44,327 $40,581** $40,581 NA $44,538***
Student Labor $0 $0 $0 $0 NA $0
Totals $54,265 $52,827 $50,519 $48,581 NA $52,338
* Salary for faculty X enrolled in a graduate nursing education program who resigned at the end of the
06-07 year
** Salary for new baccalaureate prepared faculty Y
*** Salary for faculty Y upon enrollment in a graduate nursing education program
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The DeWitt nursing budget has experienced the same budget adjustments as the
HWH campus. In spite of anticipated decreased budget allocations for supplies and
services, travel, and capital outlay, 98% of requested fiscal resources for supplies and
services and travel for FY 2009 were allocated to the DeWitt nursing budget.
In FY 2008, legislative appropriations for the Stuttgart campus and an Economic
Incentive Grant award were used to establish and furnish a physical facility for the ADNP
that includes theory and CIV classrooms, skills and computer labs, library resources, and
faculty and clerical offices. Since this self-study is being written before FY 2010 budget
allocations and admission of the first Stuttgart cohort in the fall of 2009, equitable
budget allocations for supplies and services, travel, and capital outlay are on exhibit.
Table 5.4.2 shows the projected Stuttgart nursing budget for travel, supplies and
services, and capital outlay for FY 2010.
Table 5.4.2 Projected Stuttgart Nursing Budget for Fiscal Year 2010
Projected Budget for Fiscal Year 2010 Stuttgart
Budget
Request
Monies
Allocated
Travel $2,000 $2,000
Supplies/Services $5,000 $5,000
Capital Outlay $0 $0
Salary without fringe benefits $56,218 $56,218
Totals $63,218 $63,218
Like the HWH program, the Dean of Allied Health and faculty realize outside resources
from partners in distance communities may be needed to compensate for decreasing
program revenues and increasing program costs.
With two exceptions, supplies and services monies on all campuses are used in
the same manner. Graduation reception expenses and agency membership fees are paid
from HWH supplies and services budget. This is done to simplify the payment process.
The same travel and per diem expenses are provided for faculty on distance campuses
when travel or overnight lodging is required to supervise students during mandatory
clinical rotations.
The faculty agrees college resources are adequate to support employment of one
FT faculty and one PT clerical assistant on each distance campus. The same salary
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schedule is applicable on all campuses. Distance faculty receives the same compensation
for summer term instruction.
College resources are available to support the college’s and the ADNP’s
commitment to distance education. College monies are allocated to purchase new
computers and printers through the line item for Building and Maintenance. The college
technology plan, which addresses support for the college’s strategic plan, faculty
development, service delivery, community service, and infrastructure, is on exhibit. This
plan does not specify the source of college funding. In the fall of 2008, the Chancellor
appropriated monies to increase the T1 bandwidth between HWH and the two distance
campuses. These resources are also available to maintain distance education
classrooms. College monies support the salary and benefits for a distance learning
coordinator, distance education assistants, and technology support personnel for all
campuses. Table 5.4.3 depicts college monies allocated to each campus to support
distance education in FY 2008 and 2009.
Table 5.4.3 The Amount and Percentage of College Monies Allocated to Each Campus to Support Distance Education in Fiscal Years 2008 and 2009
Campus FY 2008
Percentage of College Monies for Distance
Education Allocated to Each Campus
allocated
FY 2009
Percentage of College Monies for Distance
Education Allocated to
Each Campus allocated
HWH $40,000 34% $36,000 35.2%
DeWitt $38,000 33% $33,000 32.4%
Stuttgart $38,000 33% $33,000 32.4%
Total $116,000 100% $102,000 100%
Distance faculty has the same access and utilizes the same previously described
process to obtain college faculty development money. Since DeWitt faculty also received
$3,300 in grant funding for professional development in 2008-2009, college faculty
development monies in FY 2009 were not requested.
Maintenance of distance physical facilities, furnishings, and necessities such as
heat, air, water, and lights are sustained in the same manner as the HWH campus. The
same procedure described in criterion 5.1 is used to request capital outlay expenditures
for distance campuses. Since FY 2009 capital outlay allocations were based on FY 2008,
the Dean of Allied Health requested $23,012.34 of college Building and Maintenance
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budget monies to purchase 18 new computers and two printers to update the computer
lab on the DeWitt campus. This approved request is evident in the DeWitt computer lab.
College resources support the college and ADNP commitment to distance
education on all campuses. The same technology plan is in effect on the distance
campuses. These resources are used to maintain distance education classrooms. Also,
college monies support the salary for distance education and technology support
personnel on the distance campuses.
Monies allocated to the Division of Allied Health on the DeWitt campus, which
includes the ADNP, are commensurate with college resources. Table 5.4.4 compares the
percentage of money allocated to divisions for supplies and services and travel on the
DeWitt campus for FY 2008 and 2009.
Table 5.4.4 Comparison of the Percentage of Money Allocated to Divisions on the
DeWitt Campus for Supplies and Services and Travel for Fiscal Years 2008 and 2009.
Divisions FY 2008 Percentage FY 2009 Percentage
Allied Health $10,700 36% $10,280 37%
Business $3,000 10% $11,060* 40%
Arts and Sciences $5,150 18% $5,490 20%
Adult Ed $1,300 4% $900 3%
Information Systems, & Applied
Technology $9,400 32% NA* NA
Total $29,550 100% $27,730 100%
* Business and Information Systems and Applied Technology Combined in FY 2009
Physical Resources on Distance Campuses
Physical resources on all distance campuses are sufficient to meet program and
educational outcomes. Resources are comparable to those on the HWH campus.
Distance faculty and students annually evaluate respective distance campus physical
facilities. See SPE for results.
(1) DeWitt Nursing Unit
The 3,337 square foot nursing unit is located at the north end of the main
building on the DeWitt campus. This area houses the associate degree nursing and
practical programs and includes a small lobby, private faculty offices, a computer lab,
and a large skills laboratory with locked storage space. The CIV classroom, C 101,
designated to receive compressed nursing theory courses, is located at the east end of
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the main wing. An ample number of restrooms is available. The DeWitt campus is
accessible to physically challenged individuals.
(2) Stuttgart Nursing Unit
The 3,040 square foot nursing unit is located at the south end of the “C” Wing in
the main building. This area houses the ADNP and contains a theory classroom, an
administrative suite with private clerical and faculty offices, a computer lab with a
separate testing room for students requiring documented accommodations, and a small
lobby area. The CIV classroom, designated to receive compressed nursing theory
courses, is located at the east end of the A wing. Ample restrooms are available
throughout the building. The main building is accessible to physically challenged
individuals.
(3) DeWitt and Stuttgart Theory Classroom
DeWitt does not have a room designated as a non CIV theory classroom.
Delivery of theory content related to clinical skills is accomplished in the DeWitt nursing
skills lab. The Stuttgart theory classroom is appropriately furnished and used to present
campus lab content not sent by CIV. For example, the theory content for nasogastric
tube insertion is taught before students practice this procedure in the skills lab. Also, the
nursing faculty uses this space to tutor students.
(4) DeWitt Nursing Skills Lab
The DeWitt skills lab serves as both a theory and skills lab classroom. One large
skills lab is appropriately furnished. This lab is equipped for faculty to access the
Internet, use a laptop computer, and LCD projector to show PowerPoint presentations.
The lab has six client care areas complete with appropriate lighting, beds, over bed and
bedside tables, privacy curtains, and waste receptacles. One large sink, soap, and a
paper towel dispenser are located in close proximity to each client room. Various
mannequins are available for clinical experience simulation. Three locked storage rooms
are located in this skills lab. Nursing courses have first priority for using the nursing lab
Monday through Friday from 8:00 am to 4:30 pm. In the event another division would
like to use the room when it is not in use, arrangements may be made.
(5) Stuttgart Nursing Skills Lab
The nursing suite has one large skills lab that contains a personal computer with
Internet access, a SMARTboard multimedia system, tables, and chairs to accommodate
all students. Five client rooms are complete with appropriate lighting, beds, over bed
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and bedside tables, privacy curtains, and waste receptacles. One large sink, soap, and a
paper towel dispenser are located in close proximity to each client room. Various
mannequins are available for simulation. A large, locked, storage room is located in the
corner of this skills lab. Distance faculty and students annually evaluate satisfaction with
respective distance campus skills labs.
(6) DeWitt and Stuttgart Distance Learning Classrooms
Both distance campuses have a CIV classroom designated for the ADNP. These
rooms contain an EPSON multimedia projector, Tandberg videoconferencing system, and
ELMO digital visual presenter. Computers are compatible with this equipment and allow
Internet access. Retractable screens are available to show VCR/DVD presentations.
Distance faculty has access to a phone to communicate with individuals on other sites
and seek technical assistance when needed.
(7) DeWitt and Stuttgart Computer Labs
The DeWitt nursing computer lab contains 18 new computers with Internet
access and two new printers. This room is shared with PN students. Distance students
use the computer labs in the same manner as HWH students and take web-based
exams at the same time as HWH students to maintain test security. The Stuttgart
nursing computer lab contains 16 new computers and one new printer. This room also
has a private computer area which is reserved to accommodate students with
documented special needs. Both labs are equivalent to those on the HWH campus.
(8) DeWitt and Stuttgart Clerical and Faculty Offices
The distance clerical assistant has office space on each campus within close
proximity to ADNP faculty. These offices are furnished and have resources similar to the
HWH administrative assistant’s office. Each distance faculty has a private office
containing the same amenities as HWH offices.
(9) DeWitt and Stuttgart Student and Faculty Lounges
The student lounge on both distance campuses is located in the main building
and restroom facilities are available. These facilities provide distance students with
access to snacks, a microwave, chairs, tables, and professional literature. Both distance
campuses have an area designated for faculty breaks. These areas provide faculty
privacy, snacks, and beverages.
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(10) Security on Distance Campuses
Distance campus security cameras are located in and outside the main buildings.
Cameras are located in all main hallways on the Stuttgart campus and in the main
hallway on the DeWitt campus. The Vice Chancellor on the DeWitt campus has
requested additional cameras to monitor all main hallways. Distance campus cameras
monitor outside parking lots. Recorded activities are monitored by security on the HWH
campus or from an administrator’s personal computer. Distance campuses provide
security on weekdays from 7 am to 9:30 pm. Extended times are provided for special
events on both campuses. Police supply campus security for distance campuses when
college security is off-duty.
The main buildings on both distance campuses meet OSHA, state fire
regulations, and ADA requirements for physically challenged individuals. An emergency
plan for on-campus vehicle accidents, bomb threats, civil disturbances, fire, hazardous
weather, serious injury or illness, and physical plant problems is accessible to students
and faculty in several locations. Distance faculty and students annually evaluate physical
facilities on their respective campuses.
Learning Resources
(1) DeWitt and Stuttgart Libraries
All distance faculty and students have access to comprehensive and current
library holdings, databases, and interlibrary loans through the DeWitt and Stuttgart
libraries. The DeWitt library staff includes one FT library technician, and the Stuttgart
library staff includes the Library Director and one FT library technician. Operational
hours for both distance libraries are posted on the library doors and college web page.
The DeWitt library is open to patrons during the fall and spring semesters on Monday
through Thursday from 7:30 am to 4:30 pm and on Friday from 7:30 am to 1:30 pm.
The Stuttgart library is open to patrons during the fall and spring semesters on Monday
through Thursday from 8:00 am to 5:00 pm and on Friday from 8:00 am to 1:30 pm.
The DeWitt library has six computers and the Stuttgart library has 12 computers
with Microsoft 2007 software and Internet access. All have printing capability and are
available for faculty and student use. Both distance libraries offer students copy
services for a nominal fee.
Current DeWitt and Stuttgart library holdings are comparable to those in the
HWH library. There are 5,357 volumes with 301 focusing on nursing/allied health and 42
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periodicals with 14 specific to nursing on the DeWitt campus on exhibit. There are 7,288
books with 227 focusing on nursing/allied health, and 80 periodicals on the Stuttgart
campus. Nursing journals for the Stuttgart library are on exhibit and will begin in the fall
of 2009. Table 5.4.5 shows the percentages of money allocated to each distance
campus for supplies and services and the percentage allocated to purchase library
nursing resources for FYs 2008 and 2009.
Table 5.4.5 Percentage of Money Allocated for DeWitt Library Supplies and Services
and the Percentage Allocated to Purchase DeWitt Library Nursing Resources
for Fiscal Years 2008 and 2009.
Fiscal Year DeWitt Library
Percentage Allocated to
Nursing
Stuttgart Library
Percentage Allocated
to Nursing
2009 $17,000 65.8% NA** NA**
2008 $20,000 53.4% $10,800* 100%
*Funding from a $136,364 Economic Incentive Grant to establish an ADNP on the Stuttgart Campus **The librarian will begin purchasing additional nursing resources for the Stuttgart Library in FY 2010.
Both distance libraries have an online catalog accessible via the internet.
Individuals access the same electronic databases as on the HWH campus free of charge.
The same interlibrary loan services available from the Lewis Library are accessible from
both distance libraries. In addition to global interlibrary loans, resources not on site in
one PCCUA library are available and free from another PCCUA library within 24 hours.
The same fee applies for interlibrary loan services on distance campus libraries as in the
Lewis Library. Distance faculty and students annually evaluate satisfaction with and
accessibility to a respective distance library. See SPE for results.
Learning Resources
(1) Concept Media Videos, Software for Nurses, DxR, and Equipment Bags
Distance faculty and students on each campus access Concept Media videos,
Software for Nurses, and DxR in the same manner as HWH faculty and students. Faculty
and students on distance campuses complete the same surveys as HWH students for the
skills lab, Concept Media videos, and Software for Nurses.
(2) PDAs, HESI Evolve Case Studies, “iClickers”
Distance students have on-campus and clinical access to PDAs and non-required
HESI Evolve Case Studies like HWH students. In addition, distance students use the
same skills bag as HWH students. Students may purchase both items from respective
distance campus bookstores. Students on distance campuses have the same access to
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“iClickers” as HWH students. Distance faculty and students receive the same benefits
from this learning resource as those on the HWH campus.
Technology Resources
(1) Distance Learning CIV Instruction, Computer Lab, and Blackboard CE
Faculty uses CIV equipment to deliver theory to students on the distance
campuses. The faculty orients students to CIV instruction at the beginning of each
academic year. To maintain quality delivery of program content to distance students, the
CIV equipment on the HWH campus was replaced in 2008 with HHF grant funding.
Faculty and students annually complete a Distance Learning CIV Instruction Satisfaction
Survey. See SPE for results.
Distance students have the same computer lab and Blackboard CE resources as
those on the HWH campus. Although established levels of achievement were met for all
technology resources, 18 new computers and two printers were installed in the DeWitt
lab in August of 2008 to provide quality service to students and improve student
satisfaction. In the fall of 2008, the college changed from WebCT to Blackboard CE.
Therefore, the satisfaction survey was revised to reflect Blackboard CE. DeWitt faculty
and students annually evaluate the computer lab and Blackboard CE. See SPE for
results. Stuttgart faculty and students will evaluate satisfaction with the computer lab,
distance learning instruction/CIV, and Blackboard CE in the spring of 2010.
Section Three Standard VI
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Standard VI: Outcomes
Criterion 6.1: The systematic plan for evaluation emphasizes the ongoing assessment and evaluation of student learning and program outcomes of the nursing education unit and NLNAC standards.
A systematic plan for evaluation (SPE) has been used by the faculty since 2001.
This plan reflects the format recommended by NLNAC and includes all required
standards and criteria, program and educational outcomes, and graduate competencies.
In 2008, the entire faculty revised the SPE to reflect the new standards and criteria. At
this time, the faculty agreed to continue to use the original template which includes the
following elements in tabular format: operational criterion, operational definition,
component to be evaluated, expected level of achievement, where documentation is
found, person or committee responsible for assessment, time and frequency of
assessment, method to be used, report of data collection and analysis of actual level of
achievement, and actions for program development, maintenance, or revision.
The faculty uses the SPE as a framework for ongoing assessment and evaluation.
This data is used to make evidence-based decisions regarding program development,
maintenance, and revision. Table 6.1 provides examples of assessment methods
included throughout the SPE.
Table 6.1 Assessment Methods Used Throughout the SPE
Standards Examples of Assessment Methods Used
Standards I-VI Standardized Exams
College and Departmental Evaluations
Minutes
Votes
Surveys
Tables
Reports
Records
Table 6.2 provides examples of specific assessment methods related to student
achievement of learning outcomes incorporated throughout the SPE.
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Table 6.2 Examples of Assessment Methods Related to Student
Achievement of Learning Outcomes Included in the SPE
Standard Criterion Examples of Assessment Methods Used
I 1.4 Minutes Verifying Clinical Affiliation Agreements
II
2. 8 College Evaluation of Faculty to Determine Instructional
Effectiveness
III
3.5
Tables to Determine Integrity of Published Documents
(Syllabi, Catalog, Handbooks, Web Page)
IV
4.8 Survey to Determine Appropriateness of Clinical Facilities to
Achieve Learning Outcomes
V 5.2
5.3
5.4
Survey to Determine Appropriateness of Physical Resources
to Achieve Learning Outcomes Survey to Determine Appropriateness of Learning Resources
and Technology Resources to Achieve Learning Outcomes
Survey to Determine Appropriateness of Fiscal, Physical, and
Technological and Learning Resources to Achieve Learning
Outcomes on DeWitt Campus
VI
6.4
6.5
Standardized testing (HESI-RN EXIT) to Determine
Graduate Achievement of Core Competencies Surveys and Reports to Determine Graduate Achievement of
Program Outcomes
As an integral part of the college, the ADNP also participates in the college-wide
assessment process. Therefore, the Dean of Allied Health annually submits a written
report to the college’s Assessment Committee. Members are responsible for evaluating
nine college goals (on exhibit) related to student learning: (1) Successful Completion of
Developmental Education Courses; (2) Transferability of Associate of Arts Graduates;
(3) Increased College Graduation Rates; (4) Licensure Pass Rate and Employer
Satisfaction; (5) Job Placement: Rates and Patterns; (6) Graduate Satisfaction; (7)
Proficiency in Core Competencies; (8) Correct Course Placement of Developmental
Education Students; and (9) Enrollment of Graduate Equivalency Degree (GED)
Graduates in College Level Courses.
Five of these nine college goals are applicable to the ADNP and are included in
the SPE under Standard VI. ADNP data submitted to the college’s Assessment
Committee includes graduate licensure exam pass rates, employer and graduate
satisfaction results, job placement- rates and patterns of employment, and achievement
of college and program core competencies. After receiving ADNP data, the Director of
Assessment and Institutional Effectiveness compiles and disseminates this information to
the college’s Assessment Committee. Since the Dean of Allied Health is a member of this
committee, she is available to answer any questions or concerns regarding allied health
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division data as well as share an action plan to improve program outcomes for
respective allied health programs. The committee reviews data from each division and
makes recommendations based on assessment findings to improve college-wide student
learning.
Criterion 6.2: Aggregated evaluation findings inform program decision- making and are used to maintain or improve student learning outcomes.
Evaluation findings are used by the faculty to make informed decisions about the
program and improve student learning outcomes. The following are two examples of
program decisions based on evaluation findings:
Example #1
(1) 2007-2008 SPE, Criterion 14 (2007 Ed. NLNAC standards and criteria):
Faculty and Student Evaluation of Clinical Facility
In the fall of 2007, a new affiliation agreement was established with Tri Lakes
Medical Center in Batesville, MS. A Level III, sophomore, clinical group was assigned to
rotate through this facility.
(2) Expected Levels of Achievement:
Clinical faculty will rate 75% of all items on the faculty evaluation of clinical agency tool as good or excellent.
Students will rate 75% of all items on the faculty evaluation of clinical agency tool as good or excellent.
(3) Assessment Method Used:
Faculty/Student Evaluation of Clinical Agency Tool
(4) Data/Findings
At the end of the fall semester, both faculty and students evaluated this clinical
facility. Analysis of these evaluations resulted in a clinical site change. Although students
found their rotations at Tri Lakes to be satisfactory, faculty evaluation of this facility was
below the expected level of achievement because the necessary client acuity level and
experiences to meet Level III clinical objectives were not available (Curriculum Minutes
2-19-08).
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(5) Decision/Action Plan
Evaluation findings lead the faculty to omit Tri Lakes as a clinical site and send
clinical groups to Helena Regional Medical Center (HRMC) and Northwest Mississippi
Regional Medical Center (NWMRMC) in the spring and fall of 2008. Historically, Level III
faculty and student evaluations for HRMC and NWMRMC have exceeded the expected
level of achievement. Faculty and student evaluations for HRMC and NWMRMC in fall
2008 continued to exceed the expected levels of achievement as illustrated in Table 6.2.
Table 6.2 Faculty and Student Evaluation of Clinical Practice Learning Environments
Year HRMC NWMRMC Tri Lakes
Faculty Students Faculty Students Faculty Students
2008 97% 96% 95% 98% NA NA
2007 100% 98% 95% 95% 73% 95%
2006 83% 91% 96% 80% NA NA
Example #2
(1) Component:
Performance on NCLEX-RN Licensure Exam
(2) Expected Level of Achievement:
2003-2004 SPE, Criterion 23: 85% of graduates will pass the NCLEX-RN licensure exam on the first write.
(3) Assessment Method Used:
NCLEX-RN Exam
(4) Data/Findings
During the 9-21-04 Assessment Committee meeting, faculty reviewed the May
2004 graduating class’s NCLEX-RN licensure pass rate on the first attempt. This pass
rate was 86%. Level IV students were required to score 850 or above on the HESI
EXIT-RN exam to progress to graduation and be eligible to write the licensure exam.
Faculty determined May 2004 graduates, who failed the licensure exam, scored less
than the HESI recommended score of 900 on the HESI-RN Exit Exam.
(5) Decision/Action Plan
To improve the licensure exam pass rate, the faculty increased the required
HESI-RN EXIT Exam score from 850 to 900, because this is the recommended HESI
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score. The new score was effective for all students enrolled in the ADNP program in the
spring of 2005. Table 6.2.1 verifies the licensure pass rates have improved for each
graduating class since 2005 after increasing the required HESI-RN Exit Exam score.
Table 6.2.1 Correlation Between the HESI-RN EXIT Score and NCLEX-RN Licensure Pass Rates Since 2004
Year 2004 2005 2006 2007 2008
HESI Pass
Rate
HESI Pass
Rate
HESI Pass
Rate
HESI Pass
Rate*
HESI Pass
Rate
850 86% 900 100% 900 100% 900 94% 900 89%
*NCLEX-RN increased in complexity
Criterion 6.3: Evaluation findings are shared with communities of interest.
Program outcomes are annually disseminated to Phillips and Arkansas County
Allied Health Advisory Committee members and published on the program’s web page.
Allied Health Advisory Council Minutes for 3-26-08 and 4-4-08 document discussion of
program outcomes related to NCLEX-RN licensure pass rate, graduate and employer
satisfaction, job placement- rates and patterns of employment, and program completion.
The faculty also disclosed evaluation findings related to program outcomes during
breakout sessions at the Arkansas Association of Two Year Colleges Convention in
October of 2007 and Arkansas Associate Degree Faculty Sharing Day in March of 2008.
The Dean of Allied Health shared findings with members of the Phillips County
Foundation in September 2007 and HHF board members in October of 2008.
In addition to sharing program outcome data, evaluation findings from faculty
and student Distance Learning: CIV/Instruction and Computer Lab surveys were shared
with HHF. This data indicated a need to update technology resources. In the fall of
2006, the HHF donated fiscal resources to purchase new CIV equipment and computers
for all faculty and staff. In appreciation, the college hosted a Chamber of Commerce
“Business After Hours” Reception to honor HHF’s contribution and demonstrate to the
public the benefits of the new technology.
The Dean of Allied Health also annually submits reports to the state board of
nursing, nursing organizations such as NLN and NLNAC, and educational organizations
such as the Southern Regional Education Board (SREB) regarding program and graduate
performance. Data provided by the ADNP is published by these organizations and
available to the public.
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Criterion 6.4: Graduates demonstrate achievement of competencies appropriate to role preparation.
The ADNP faculty identifies nine major concepts in the conceptual framework
which provide the foundation for the curriculum. Accordingly, graduates demonstrate
competency by achieving each of the seven educational outcomes derived from the nine
major concepts. These concepts include nursing process, nursing roles, health, nursing
behaviors, stress, needs, development, client, and communication.
Two methods are used by the faculty to measure student achievement of
educational outcomes. The first method is a faculty-developed Level IV Clinical
Evaluation Tool. This instrument allows for self and faculty evaluation of outcomes as
the student progresses through the capstone clinical course, NG 246, Nursing Process:
Evaluation. Since students must apply theoretical knowledge to professionally and
effectively provide and manage nursing care, the clinical evaluation tool is an
appropriate method for determining student attainment of course and ultimately Level
IV objectives/educational outcomes.
The second method is the HESI Exit-RN Exam. This is a standardized,
company-developed, exam. This method provides data predicting a student’s readiness
for the NCLEX-RN. This standardized exam validates student attainment of theoretical
knowledge and its application to nursing practice. Since this is a standardized exam, the
possibility of faculty bias and subjectivity in determining a student’s attainment of core
knowledge of program concepts, theory, clinical course outcomes, and ultimately Level
IV objectives/educational outcomes is eliminated.
Concepts:
Nursing Process/Needs
Expected Levels of Achievement
Eighty-five percent (85%) of all graduates will achieve a mean score of 78 or
above on the Nursing Process/Needs components on the Level IV Clinical
Evaluation Tool.
Eighty-five percent (85%) of graduates on each campus will achieve a mean
score of 78 or above on the Nursing Process/Needs components on the Level IV
Clinical Evaluation Tool.
Outcomes for Expected Levels of Achievement
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The expected levels of achievement for the concepts of nursing process/needs
were exceeded consistently by all graduates. Performance for the HWH and DeWitt
graduate cohorts is equitable since both exceed consistently the expected level of
achievement as shown in Table 6.4.1.
Table 6.4.1 The Percentage of All Graduates and Those by Campus Who Met or
Exceeded a Mean Score of 78 on the Nursing Process/Need Components of the Level IV Clinical Evaluation Tool
Graduation Cohort 2006 2007 2008 2009
All Graduates 100% 100% 100% 100%
HWH 100% 100% 100% 100%
DeWitt 100% NA 100% NA
Concept
Nursing Roles
Expected Levels of Achievement
Eighty-five percent (85%) of all graduates will achieve a mean score of 78 or
above on the Nursing Role component on the Level IV Clinical Evaluation Tool.
Eighty-five percent (85%) of graduates on each campus will achieve a mean
Level IV Clinical Evaluation score of 78 or above on the Nursing Role component
on the Level IV Clinical Evaluation Tool.
Outcomes for Expected Levels of Achievement
The expected levels of achievement for the concept of nursing roles were
exceeded consistently by all graduates. Performance for the HWH and DeWitt graduate
cohorts is equitable since both exceed consistently the expected level of achievement as
shown in Table 6.4.2.
Table 6.4.2 The Percentage of All Graduates and Those by Campus Who Met or
Exceeded a Mean Score of 78 on the Nursing Role Component on the Level IV Clinical
Evaluation Tool
Graduation Cohort 2006 2007 2008 2009
All Graduates 100% 100% 100% 100%
HWH 100% 100% 100% 100%
DeWitt 100% NA 100% NA
Concepts
Health/Nursing Behavior
158
Expected Levels of Achievement
Eighty-five percent (85%) of all graduates will achieve a mean Level IV Clinical Evaluation score of 78 or above on the Health/Nursing Behavior components on the Level IV Clinical Evaluation Tool.
Eighty-five percent (85%) of graduates on each campus will achieve a mean Level IV Clinical Evaluation score of 78 or above on the Health/Nursing Behavior components on the Level IV Clinical Evaluation Tool.
Outcomes for Expected Levels of Achievement
The expected levels of achievement for the concepts of health/nursing behavior
were exceeded consistently by all graduates. Performance for the HWH and DeWitt
graduate cohorts is equitable since both exceed consistently the expected level of
achievement as shown in Table 6.4.3.
Table 6.4.3 The Percentage of All Graduates and Those by Campus Who Met or
Exceeded a Mean Score of 78 on the Health/Nursing Behavior Component of the Level IV Clinical Evaluation Tool
Graduation Cohort 2006 2007 2008 2009
All Graduates 100% 100% 100% 100%
HWH 100% 100% 100% 100%
DeWitt 100% NA 100% NA
Concept
Stress
Expected Levels of Achievement
Eighty-five percent (85%) of all graduates will achieve a mean Level IV Clinical Evaluation score of 78 or above on the Stress component on the Level IV Clinical Evaluation Tool.
Eighty-five percent (85%) of graduates on each campus will achieve a mean Level IV Clinical Evaluation score of 78 or above on the Stress component on the Level IV Clinical Evaluation Tool.
Outcomes for Expected Levels of Achievement
The expected levels of achievement for the concept of stress were exceeded
consistently by all graduates. Performance for the HWH and DeWitt graduate cohorts is
equitable since both exceed consistently the expected level of achievement as shown in
Table 6.4.4.
159
Table 6.4.4 The Percentage of All Graduates and Those by Campus Who
Met or Exceeded a Mean Score of 78 on the Stress Component of the Level IV Clinical Evaluation Tool
Graduation Cohort 2006 2007 2008 2009
All Graduates 100% 100% 100% 100%
HWH 100% 100% 100% 100%
DeWitt 100% NA 100% NA
Concepts
Client/Development
Expected Levels of Achievement
Eighty-five percent (85%) of all graduates will achieve a mean Level IV Clinical Evaluation score of 78 or above on the Client/Development components on the Level IV Clinical Evaluation Tool.
Eighty-five percent (85%) of graduates on each campus will achieve a mean Level IV Clinical Evaluation score of 78 or above on the Client/Development components on the Level IV Clinical Evaluation Tool.
Outcomes for Expected Levels of Achievement
The expected levels of achievement for the concepts of client/development were
exceeded consistently by all graduates. Performance for the HWH and DeWitt graduate
cohorts is equitable since both exceed consistently the expected level of achievement as
shown in Table 6.4.5.
Table 6.4.5 The Percentage of All Graduates and Those by Campus Who Met or
Exceeded a Mean Score of 78 on the Client/Development Component of the
Level IV Clinical Evaluation Tool
Graduation Cohort 2006 2007 2008 2009
All Graduates 100% 100% 100% 100%
HWH 100% 100% 100% 100%
DeWitt 100% NA 100% NA
Concept
Communication
Expected Levels of Achievement
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Eighty-five percent (85%) of all graduates will achieve a mean Level IV Clinical Evaluation score of 78 or above on the Communication component on the Level IV Clinical Evaluation Tool.
Eighty-five percent (85%) of graduates on each campus will achieve a mean Level IV Clinical Evaluation score of 78 or above on the Communication component on the Level IV Clinical Evaluation Tool.
Outcomes for Expected Levels of Achievement
The expected levels of achievement for the concept of communication were
exceeded consistently by all graduates. Performance for the HWH and DeWitt graduate
cohorts is equitable since both exceed consistently the expected level of achievement as
shown in Table 6.4.6.
Table 6.4.6 The Percentage of All Graduates and Those by Campus Who Met or
Exceeded a Mean Score of 78 on the Communication Component of the
Level IV Clinical Evaluation Tool
Graduation Cohort 2006 2007 2008 2009
All Graduates 100% 100% 100% 100%
HWH 100% 100% 100% 100%
DeWitt 100% NA 100% NA
Outcomes of Evaluation
During the process of the self-study, the faculty realized an important
opportunity for growth. Prior to 2008, the faculty used the HESI-RN Exit Exam as the
sole means for collecting data to determine student attainment of the college’s six core
competencies: critical thinking, social and civic responsibility, mathematical reasoning,
cultural awareness, technology utilization, and communication rather than collecting
data and correlating data to the program’s seven educational outcomes.
In 2002-2003, the faculty aligned the college’s six core competencies with
NLNAC’s required knowledge and skill sets found in Criterion 13. These skill sets
included community, health care delivery, critical thinking, communication, therapeutic
intervention, and current trends in health care. Data related to student attainment of
these knowledge and skill sets was aggregated and trended since 2002. However, this
data does not directly address student achievement of the program’s nine major
concepts. When revising the 2008-2009 SPE to reflect the new 2008 NLNAC standards
and criteria, the faculty made a decision to strengthen assessment by making two
changes. First, the faculty collected and aggregated data directly related to student
attainment of the program’s educational outcomes. Second, the faculty changed the
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methods used to determine student attainment of educational outcomes. As previously
mentioned, the existing Level IV Clinical Evaluation Tool and the HESI EXIT-RN Exam
are more appropriate methods to measure student attainment of the program’s
educational outcomes. The faculty believes graduates who demonstrate necessary
knowledge and skill sets to attain program outcomes also meet the college’s six core
competencies expected of all college graduates.
The following are three examples of how the program’s educational outcomes
are congruent with the college’s core competencies. First, graduates use mathematical
reasoning to safely administer prescribed medications when providing nursing care.
Second, to promote health and alleviate stress of individuals, families, and communities,
graduates must be aware of and respect cultural diversity. Third, social and civic
responsibility is necessary to advocate for health for individuals, families, and thereby
the community.
Core Knowledge Necessary for Nursing Practice
Expected Levels of Achievement
One hundred percent (100%) of all graduates will score 900 or above on the HESI-RN Exit exam.
One hundred percent (100%) of all graduates on each campus will score 900 or above on the HESI-RN Exit exam.
Outcomes for Expected Levels of Achievement
For the last three graduating classes, all graduates and the HWH cohort met the
expected levels of achievement. However, the DeWitt cohort met the expected level of
achievement in 2004 and the revised expected level of achievement again in 2008 as
shown in Table 6.4.6.
Table 6.4.6 The Percentage of Graduates and Those by Campus Who Met or Exceeded the Required Level of Achievement on the HESI-RN Exit Exam
Graduation Cohort 2004 2005 2006 2007 2008 2009
All Graduates *93% 71% 46% 100% 100% 100%
HWH *92% 71% 45% 100% 100% 100%
DeWitt *100% NA 50% NA 100% NA
*75% of 4th level students will score 80% (800) or above on the core knowledge component of the HESI-RN Exit
Exam (SPE 2003-2004). See HESI Exit RN Scores for the 2004 Graduation Cohort on Exhibit.
Action Plan
The faculty determined the method used to evaluate core knowledge was not
congruent with the NCLEX-RN licensure pass rates on the first attempt (Assessment
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Committee Minutes 9-26-06). Prior to 2007, the faculty used only the core knowledge
component of the HESI EXIT-RN Exam to determine core knowledge instead of
evaluating a graduate’s overall HESI EXIT-RN score to determine core knowledge.
Accordingly, the faculty revised the definition and method used to determine core
knowledge to include the graduate’s composite HESI EXIT-RN Exam score. Thus, the
expected levels of achievement were revised. The revised expected levels of
achievement are (1) 100% of all graduates will score 900 or above on the HESI EXIT-RN
Exam and (2) 100% of graduates on each campus will score 900 or above on the HESI
EXIT-RN Exam. These revised expected levels of achievement were effective for
students graduating in the spring of 2007.
Criterion 6.5: The program demonstrates evidence of achievement in meeting the following program outcomes:
Performance on licensure exam Program completion Program satisfaction Job placement.
Expected levels of achievement are written to measure the following program
outcomes: (1) graduate performance on the NCLEX-RN licensure exam, (2) program
completion, (3) graduate satisfaction, (4) employer satisfaction, (5) rates of
employment, and (6) patterns of employment for all students as well as those on each
campus (See SPE). Except for program completion, program outcomes for performance
on the NCLEX-RN licensure exam, graduate and employer satisfaction with the program
and job placement consistently were met by all graduates.
Criterion 6.5.1: The licensure exam pass rates will be at or above the
national mean.
Program Outcome
Graduate Performance on the NCLEX-RN Licensure exam
Expected Levels of Achievement
The NCLEX-RN licensure exam pass rates for graduates from all campuses will be at or above the national mean on the first write.
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The NCLEX-RN licensure exam pass rate for graduating cohorts on each campus will be at or above the national mean on the first write.
Outcomes for Expected Levels of Achievement
Since May of 2004, the NCLEX-RN licensure pass rate for graduates from all
campuses exceeds the national ADNP mean performance on the NCLEX-RN as illustrated
in Table 6.5.
Table 6.5 Comparison of PCCUA Graduate Performance on the NCLEX-RN with National Mean
Graduating Class PCCUA Mean
Performance on NCLEX-
RN
National ADN Mean Performance on NCLEX-RN
May 2008 88% 86.2%
May 2007 94% 84.8%
May 2006 100% 88.0%
May 2005 100% 87.5%
May 2004 86% 85.3%
Since May of 2004, the DeWitt cohorts exceed consistently the national ADNP
mean performance on the NCLEX-RN. Since 2005, HWH cohorts also exceed consistently
the national ADNP mean performance on the NCLEX-RN as illustrated in Table 6.5.1.
Table 6.5.1 Comparison of PCCUA Graduate Performance on the NCLEX-RN with the National Mean
Graduating
Class
PCCUA HWH Graduates Mean
Performance on
NCLEX-RN
PCCUA DeWitt Graduates Mean
Performance on
NCLEX-RN
National ADN Mean
Performance on
NCLEX-RN
May 2008 88.5% 87.5% 86.2%
May 2007 94% NA 84.8%
May 2006 100% 100% 88.0%
May 2005 100% NA 87.5%
May 2004 83.3% 100% 85.3%
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Criterion 6.5.2: Expected levels of achievement for program completion are determined by the faculty and reflect program demographics, academic progression, and program history.
The expected levels of achievement for program completion are determined by
the faculty and reflect program demographics, academic progression, and history.
(1) Rationale for the Established Expected Level of Achievement for Program Completion
The ADNP does not require applicants to take a nursing entrance exam, achieve
a minimum ACT score, complete an interview, or exceed a minimum 2.0 cumulative
grade point average for admission to the ADNP. Students who meet minimum admission
criteria are accepted unless the number of applicants exceeds space available. In this
case, the selection process, as outlined in the College Catalog, is implemented and
admission becomes competitive. For more than the past five years, the college
completion rate for graduates seeking an Associate of Arts or Associate in Applied
Science degree has been 15% to 19% respectively (College Catalog). Since students are
admitted to the ADNP from the same applicant pool as the college, the faculty
established the following program outcome. Forty percent of students enrolled in Level I
on the 11th day headcount will complete the program within 150% time of the stated
program length. This program completion rate is more than twice that of the college.
(2)Demographics
The HWH campus is located in Phillips County. This is a rural, predominately
agricultural, impoverished county in eastern Arkansas. Phillips County is experiencing
outward migration of middle class individuals and businesses (US Census Bureau, 2006).
HWH students are predominately female, single with dependent children less than 16
years of age, and employed. Approximately 43% of the students qualify for federal,
state, and local services. The majority of students is full-time and has a mean age of 28.
The DeWitt and Stuttgart campuses are both located in Arkansas County. This
county also is a rural, predominately agricultural area. Arkansas County is also
experiencing outward migration but at a smaller percentage in comparison to Phillips
County (US Census Bureau, 2006). However, Arkansas County has more manufacturing
and industrial employment opportunities in contrast to Phillips County. Arkansas County
students are predominately female, married with dependent children less than 16 years
of age, and employed full- or part-time. Approximately 45% of the students qualify for
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federal, state, and local services. The majority of students is full-time and has a mean
age of 31.
Based on data obtained from students on each campus during an exit interview,
the Dean of Allied Health and faculty believe academic failure, financial difficulties,
family responsibilities, health issues, and career changes are major reasons for delayed
graduation or failure to complete the program. For example, in the fall of 2008, 44
students enrolled in Level III of the ADNP. Of the total number of students enrolled, 22
students failed to progress. Based on the data reflected in Table 6.5.2.1, 18 out of 22
(82%) of students who failed to progress had 3 or more external factors which
negatively impacted academic performance.
Table 6.5.2.1 External Factors Adversely Impacting Progression of Level III Students
Student Pregnant Health or
Family Problems
FT /PT
Work Commutes
Single with
Dependent Children
Repeated a Course
1 x x x x
2 x x
3 x
4 x x x
5 x x x
6 x x x x x
7 x x x
8 x x
9 x x x x
10 x x x x x
11 x x x
12 x
13 x x x x
14 x x x x
15 x x x
16 x x x x
17 x x x x
18 x x x x
19 x x x
20 x x x
21 x x x x
22 x x x
(3) Academic Progression
More than half of all students who enroll in the ADNP take one or more reading,
English, and/or math developmental course(s) to meet minimum admission
requirements. All ADNP applicants meeting minimum admission criteria are accepted
unless the number of qualified applicants exceeds space available. In this case, the
selection process, as outlined in the College Catalog, is implemented and admission
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becomes competitive based on the number of quality points earned for general
education courses required to complete the ADNP curriculum.
Until 2006, students could repeat each level one time to complete program
requirements. Since Levels I and III are offered in the fall and Levels II and IV in the
spring, a student repeating each level one time would complete program requirements
in six years. In 2006, the faculty decreased the number of repetitions allowed to no
more than two repetitions for the entire program. No level may be repeated more than
one time. Students are expected to complete program requirements within 150% time
of the stated program length. This revision, in progression, was made for several
reasons. First, the faculty revised admission criteria to include completion of all science
and math requirements prior to admission. This policy was phased in over a three year
period to provide applicants with an opportunity to meet new admission requirements.
The faculty believes successful completion of nursing courses on the first attempt
increases when students are taking mainly nursing courses. Second, the ADNP’s
definition for program completion is congruent with the definition used by the college to
report completion rates to the state. Third, the ADNP uses the same definition NLNAC
uses to determine the program completion rate.
(4) Program History
The final assessment of each admission cohort is not obtained until all students
have either completed the program within the allocated timeframe or exhausted the
number of readmissions allowed. Since 2002, the program completion rate for all
students in an admission cohort is shown in Table 6.5.2.1.
Table 6.5.2.1 Program Completion Rates for All Admission Cohorts Since 2002
Year Cohort
Admitted
Number in Admission
Cohort
Number Who
Graduated
Percentage Who
Graduated
Year Cohort Should
Graduate with
Successful
Course Progression
Date Cohort Should
Complete Program with
Two
Consecutive Readmissions
2006 61 22 36% 2008 2010*
2005 59 30 51% 2007 2011
2004 64 26 41% 2006 2010
2003 54 10 19% 2005 2009
2002 65 15 23% 2004 2008 *ELOA changed from 300% of the stated program length to 150% of the stated program length Years Bolded indicates incomplete data.
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The program completion rate for students in an admission cohort by campus for
every even year since 2000 is shown in Table 6.5.2.2.
Table 6.5.2.2 Program Completion Rates by for Admission Cohorts
by Campus Since 2000
Year
Cohort
Admitted
Number in
Admission
Cohort
Number
Who
Graduated
Percentage
Who
Graduated
Year
Cohort Should
Graduate
with Successful
Course Progression
Date Cohort Should
Complete Program with
Two
Consecutive Readmissions
Year HWH DeWitt HWH DeWitt HWH DeWitt
2006 50 11 14 5 28% 45% 2008 2010*
2004 54 10 20 6 37% 60% 2006 2010
2002 55 10 14 1 25% 10% 2004 2008
2000 39 12 15 8 38% 67% 2002 2006
*ELOA changed from 300% of the stated program length to 150% of the stated program length Years bolded indicates incomplete data
Program Outcome
Program Completion
Expected Levels of Achievement
Forty percent of all newly admitted students enrolled in Level I on the eleventh day head count will complete the program within 150% (six semesters) of the time of the stated program length (four semesters).
Forty percent of newly admitted students enrolled in Level I on the eleventh day head count on each campus will complete the program within 150% (six semesters) of the time of the stated program length (four semesters).
All newly admitted Level I students entering the ADNP from 2000-2005 were
expected to complete program requirements within 300% time of the stated program
length. Currently, the expected level of achievement for program completion rates for
all students admitted in 2004 and 2005 was exceeded at 41% and 51% respectively.
In 2006, the faculty changed the program outcome for completion to “Forty
percent (40%) of all newly admitted students enrolled in Level I on the 11th day head
count will complete the program within 150% of the time of the stated program length.”
The program completion rate for the cohort admitted in 2006 is currently 36%. Since
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students admitted in the 2006 cohort are still enrolled in the ADNP, this completion rate
is expected to increase.
Some students who entered the ADNP in 2002, 2004, 2005, and 2006 delayed
readmission for various reasons. These students are currently enrolled or have applied
for readmission to the program as space is available. Thus, respective completion rates
for these years are incomplete. Table 6.5.2.3 depicts program completion rates for all
students in an admission cohort from 2001 to 2006 along with the date the cohort
should complete within the allotted timeframe. This table includes 2001 data to present
three years of cohorts that include students from the DeWitt distance site.
Table 6.5.2.3 Program Completion Rate for All Traditional and Distance Admission Cohorts
Admission Cohort Completion Rate Date of Final Assessment
2006 36% 2010**
2005 51% 2011*
2004 41% 2010*
2003 19% 2009*
2002 23% 2008*
2001 48% 2007*
Bolded years reflect traditional admission cohorts; non-bolded reflect distance and traditional
cohorts combined.
** Students enrolled in Level I on the 11thday headcount will complete the program
within 150% (6 semesters) time of the stated program length (4 semesters).
* Students enrolled in Level I on the 11thday headcount will complete the program
within 300% (8 semesters) time of the stated program length (4 semesters).
Current, program completion rates by campus since 2000 are illustrated in Table
6.5.2.4 for HWH and DeWitt graduates.
Table 6.5.2.4 Program Completion Rate for Admission Cohorts by Campus
Admission
Cohort
HWH Completion
Rate
DeWitt Completion
Rate
Date of Final
Assessment
2006 28% 45% 2010**
2004 37% 60% 2010*
2002 25% 10% 2008*
2000 38% 67% 2006*
** Students enrolled in Level I on the 11th day headcount will complete the program within 150% (6
semesters) time of the stated program length (4 semesters).
*Students enrolled in Level I on the 11thday headcount will complete the program within 300%
8 semesters) time of the stated program length.
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Level I DeWitt students entering the ADNP in 2000, 2004, and 2006 exceeded
the expected level of achievement; whereas, the cohort admitted in 2002 did not. Since
some DeWitt students, who entered the program in 2002 and 2004, are still enrolled or
have applied for readmission, respective completion rates for these years is incomplete
and may increase. Since 2000, Level I HWH students entering the ADNP the same year
as DeWitt students have not met the expected level of achievement. However, HWH
students entering the program in 2002, 2004, 2005, and 2006 are still enrolled in the
program or have applied for readmission. Provided these readmission students continue
to successfully complete course requirements, the completion rates for these HWH
cohorts should increase.
Action Plan
Since program completion rates dipped for the DeWitt cohort admitted in 2002
and the HWH cohorts did not meet program completion rates as a separate cohort, all
faculty agreed to implement interventions to increase completion rates on the HWH and
distance campuses (Curriculum Minutes, 11-1-05, Faculty Minutes 12-6-05).
Interventions included, but were not limited to, the following:
(1) Implemented a one week mandatory Boot Camp for all students admitted to
Level I of the ADNP (California Regional Health Occupations Resources Centers/Health
Care Initiative; Student Success Kit and Health Occupations-Strategies for Student
Success in Health Occupations). This Boot Camp is scheduled a week before students
enter the program. During Boot Camp, students become acquainted with faculty, core
curriculum documents, selected healthcare topics, and meet with advisors.
(2) Increased required pre-requisites to include all science courses and College
Algebra incrementally from 2006 to 2009. This revision allowed students more time to
devote to the nursing curriculum. Students also have the opportunity to establish peer
study groups.
(3) Identified major concepts in the program philosophy and traced these
concepts through the conceptual framework, level/course/class objectives, and unit/final
exam questions. A detailed content map for the entire curriculum was developed. An
opportunity to strengthen class objectives was identified and revisions made to provide
clarity for students.
(4) Introduced students to segments of theory and clinical content without
elimination of essential information. Historically, students were evaluated over large
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segments of material. Often this material was not related and the quantity difficult for
students to learn. The number of unit exams in each course was increased to evaluate
smaller segments of related information. As a result, students have shared anecdotally
with faculty that content was learned rather than memorized.
(5) Provided scheduled, faculty-led, tutoring sessions before unit and final
exams. Two non-required, nursing tutorial course electives (Clinical Case Studies I in
Level III and Clinical Case Studies II in Level IV) were developed. These courses
enhanced students’ comprehension of content, test-taking skills, and their ability to
achieve the required HESI-RN Exit Exam score for progression to graduation. Student
support services, Career Pathways, and individual support groups provided students with
additional assistance to achieve learning objectives. The Comprehensive Review for the
NCLEX-RN Examination text was required for every nursing course to reinforce content.
(6) Evaluated acquired knowledge by administering eight NLN achievement tests,
eight HESI specialty exams, a full complement of Evolve Apply: Complete RN Online
Case Studies, and practice NCLEX-RN style questions emphasizing delegation,
prioritization, and assignment across the curriculum. This number of exams allowed
students to practice and strengthen test-taking skills.
(7) Threaded “critical thinking” questions and discussions into the delivery of
course content. Unit and final exams were administered via Blackboard CE in NCLEX-RN
style format that included alternative style items. In the fall 2007, DxR Virtual Learning
Experiences and Software for Nurses were introduced as additional interactive methods
to assist students’ to develop critical thinking skills and retain nursing knowledge.
Students are actively using Software for Nurses which includes adult health, critical care,
perioperative, pediatric, psychiatric, maternal, fundamental, dysrythmias, and Nurse
Procalc case studies.
(8) Invited students seeking readmission to attend previously passed theory
classes and campus labs before re-entering a respective level. These students were
encouraged to take previously completed exams to reinforce knowledge and improve
test-taking skills.
(9) Included attendance at all tutoring sessions as part of the learning contract
for readmission students.
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(10) Encouraged students seeking readmission to Level IV after failing to achieve
a score of 900 on the third HESI-RN Exit Exam to take the NCLEX-PN licensure exam
and practice as a LPN before re-entering Level IV the following year.
(11) Required a minimum grade of “C” on all required general education and
nursing courses to complete program requirements (Curriculum Minutes, 4-25-06).
(12) In 1998 and 2000, the distance faculty and students traveled once a week
to the HWH campus to interact with HWH faculty and students during a campus lab.
This practice was aborted for cohorts admitted in 2002 and 2004 to reduce travel time
for distance faculty and students. After a significantly decreased completion rate on the
distance campus in 2002 and 2004, the faculty reinstated the requirement for distance
students to travel to the HWH campus once a week to interact with HWH faculty and
students during a weekly campus lab. Four students in the DeWitt 2004 cohort were
readmitted to the program at a later date. These students successfully completed
program requirements in the spring of 2008 or 2009; thereby, increasing the program
completion rate for the DeWitt 2004 cohort from 20% to 60%. Likewise, the completion
rate for the DeWitt 2006 cohort exceeded the expected level of achievement (5-8-07
Curriculum Minutes).
Since the interventions were implemented, program completions rates for all
admission cohorts and those on each campus more than doubled. The 2006 admission
cohort still has students enrolled in the ADNP. As such, the completion rate for this
cohort is incomplete. However, the July 2009 program completion rate for the 2006
admission cohort for all graduates is 36% which is an increase from the 2003 rate of 19
percent (Table 6.5.2.3). The program completion rate for the HWH admission cohort
increased from 19% in 2003 to 51% in 2005 (Table 6.5.2.3). The program completion
rate for the DeWitt admission cohort increased from 10% in 2002 to 45% in 2006 (Table
6.5.2.4). This data supports the assertion that the interventions implemented to improve
retention and program completion rates have been effective. The faculty has noted a
particularly significant increase in the program completion rate on the DeWitt campus.
Since the full effect of some interventions cannot be determined until a later date, the
faculty will continue to monitor the effectiveness of these interventions.
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Criterion 6.5.3: Program satisfaction measures (qualitative and quantitative) address graduates and their employers.
Each graduate is sent a Graduate Satisfaction survey six months after separating
from the program to determine overall satisfaction with the nursing program in
preparing graduates for nursing practice. Likewise, employers are also sent an Employer
Satisfaction survey six months after graduates separate from the program to determine
overall satisfaction with graduate preparation for nursing practice. If an inadequate
number of surveys are returned, the administrative assistant attempts to contact the
graduate or employer to obtain survey data.
Program Outcomes
Graduate Satisfaction Employer Satisfaction
Expected Levels of Achievement
Eighty-five percent (85%) of all graduates returning the Graduate Survey within six months of graduation will express overall satisfaction with preparation provided by the program.
Eighty-five percent (85%) of graduates on each campus returning the Graduate Survey within six months of graduation will express overall satisfaction with preparation provided by the program.
Eighty-five percent (85%) of all employers returning the employer survey within six months of graduation will report overall satisfaction with graduate performance.
Eighty-five percent (85%) of employers returning the employer survey within six months of graduation will report overall satisfaction with HWH and distance graduate performance.
All program outcomes were exceeded consistently. Graduates on all campuses
expressed consistently overall satisfaction with preparation for their positions. Employers
expressed consistently overall satisfaction with all graduate performance. The same was
true for graduates from each campus and for those individuals employing graduates
from each campus as illustrated in Tables 6.5.3.1 and 6.5.3.2.
Table 6.5.3.1 Percentages of HWH and DeWitt Graduates Expressing Overall
Satisfaction with Preparation Provided by the Program
Graduating
Class
Ratio of
Surveys
Returned to Sent
Percentage of
Graduates
Surveys Returned
Percentages of Graduates
Expressing Overall Satisfaction
with Preparation Provided by the Program
2008 20/35 57% 90%
Graduating Ratio of Percentage of Percentages of Graduates
173
Class Surveys Returned to
Sent
Graduates Surveys
Returned
Expressing Overall Satisfaction with Preparation Provided by
the Program
2007* 10/32 31% 100%
2006 7/13 54% 100%
* No DeWitt Cohort Graduates
Table 6.5.3.2 Percentages of Employers Expressing Overall Satisfaction with
Preparation Provided by the Program
Graduating
Class
Ratio of Surveys
Returned to
Sent
Percentage of Employer
Surveys
Returned
Percentages of Employers Expressing Overall Satisfaction
with Preparation Provided by
the Program
2008 9/14 64% 100%
2007* 11/13 85% 100%
2006 7/13 54% 100%
* No DeWitt Cohort Graduates
Expected levels of achievement by campus were exceeded consistently. Graduates
from each campus expressed consistently overall satisfaction with preparation for their
positions, and employers of graduates from each campus expressed consistently overall
satisfaction with graduate performance. Tables 6.5.3.3 and 6.5.3.4 demonstrate clearly
graduate and employer response by campus in 2008.
Table 6.5.3.3 Percentage of Graduates Satisfaction by Campus
Graduating Class Ratio of Surveys
Returned to
Sent
Percentage of Graduates
Surveys Returned
Percentages of Graduates Expressing
Overall Satisfaction
HWH DeWitt HWH DeWitt HWH DeWitt
2008 15/28 5/7 54% 71% 86% 100%
Table 6.5.3.4 Percentage of Employers Satisfaction by Campus
Graduating Class Ratio of Surveys
Returned to
Sent
Percentage of Employer Surveys
Returned
Percentages of Employers Expressing
Overall Satisfaction
HWH DeWitt HWH DeWitt HWH DeWitt
2008 7/11 2/3 64% 67% 100% 100%
174
Criterion 6.5.4: Job placement rates are addressed through quantified measures that reflect program demographics and history.
Before graduates separate from the ADNP, graduates complete an Exit Interview
survey to determine (1) if they are seeking employment; (2) their place of employment;
(3) position filled; and (4) current contact information. The faculty reviews the data to
determine the percentage of graduates seeking employment who obtained employment
within six months of graduation. Those graduates not seeking employment at the time
of the Exit Interview are asked to notify the Dean of Allied Health immediately upon
employment. For 6 months after graduation, the Dean of Allied Health adds this new
information to Exit Interview data collected from graduates at the time of graduation.
In 2008, the faculty added expected levels of achievement to monitor graduate rates
and patterns of employment for graduates on each campus.
Program Outcomes
Rates of Employment Patterns of Employment
Expected Levels of Achievement
Ninety percent (90%) of all graduates seeking employment will be employed in a nursing position within six months of graduation.
Ninety percent (90%) of graduates on each campus seeking employment will be employed in a nursing position within six months of graduation.
Ninety percent (90%) of all employed graduates will initially practice in an acute- or long-term health care setting.
Ninety percent (90%) of employed graduates on each campus will initially practice in an acute- or long-term health care setting.
Both program outcomes were exceeded consistently. All graduates seeking
employment have been employed within six months of graduation and initially practiced
in acute- or long-term care settings as illustrated in Table 6.5.4.1.
Table 6.5.4.1 Job Placement: Rates and Patterns of Employment
for All Graduates
Graduating Class
Ratio of Graduates Seeking to Number of
Graduates
Percentage of All Graduates Seeking
Employment Who are Employed Within Six Months of Graduation
Percentage of All Graduates Employed
in an Acute- or Long-Term Care
Settings
2008 33/35 100% 100%
175
Graduating Class
Ratio of Graduates Seeking to Number of
Graduates
Percentage of All Graduates Seeking
Employment Who are Employed Within Six Months of Graduation
Percentage of All Graduates Employed
in an Acute- or Long-Term Care
Settings
2007* 31/32 100% 100%
2006 11/13 100% 100%
2005* 13/16 100% 100%
2004 12/14 100% 100%
* No DeWitt Cohort Graduates
In 2008, the percentage of graduates by campus seeking employment who were
employed within six months of graduation, and the percentage of graduates by campus
employed in acute- or long-term care settings were equivalent. The expected levels of
achievement were exceeded. Table 6.5.4.2 depicts data for 2008 graduates. Before this
year, survey results were not separated by campus.
Table 6.5.4.2 Rates and Patterns of Employment by Campus
Graduating Class
Ratio of Graduates Seeking to Number of Graduates
Percentage of Graduates Seeking Employment Who are Employed Within Six
Months of Graduation
Percentage of Graduates Employed in an Acute- or Long-term Care Settings
HWH DeWitt HWH DeWitt
2008 26/28 7/7 100% 100% 100% 100%
Criterion 6.6: The systematic plan for evaluation encompasses students enrolled in distance education and includes evidence that student learning and program outcomes are comparable for all students.
The same SPE is used by all faculty to measure program and student learning
outcomes on the HWH and distance campuses. Expected levels of achievement for each
criterion are the same as those used on the HWH campus. Expected levels of
achievement are written to assess an entire cohort as well as the cohort on each
campus. This process allows for continuous assessment and comparison of student
performance as an entire cohort and by campus. The faculty uses assessment data and
plans of action to ensure that these graduate core competencies: program completion,
licensure exam pass rates, graduate and employer satisfaction, and job placement rates
are comparable for each cohort as previously discussed. The discussion in criterion 6.5
also verifies the SPE is used to measure program and student learning outcomes in the
same manner on both campuses.
Section Four Appendix
176
Appendix A
177
PHILLIPS COMMUNITY COLLEGE OF THE UNIVERSITY OF ARKANSAS ASSOCIATE DEGREE NURSING PROGRAM
PHILOSOPHY
As an integral part of the larger college system, the faculty of the Department of
Nursing supports the mission and objectives of Phillips Community College of the
University of Arkansas. The nursing faculty recognizes the importance of education,
research, and service and thus, acknowledges a commitment for participation in the
total program of the College.
The philosophy of the Department of Nursing is derived from faculty beliefs and
values regarding health, nursing, the client, and education. The nursing faculty concurs
with Potter and Perry (1993). “Health in its broadest sense is a dynamic state in which
the individual adapts to changes in internal and external environments to maintain a
state of well-being”. Each individual has the right to self-determination regarding health
choices in the movement toward self-actualization and/or the highest possible level of
health.
As a biopsychosocial spiritual being of intrinsic worth, individuals are influenced
by internal and external environmental stressors. In the movement toward need
gratification, attempts to adapt to these constantly changing stressors results in stress.
Excessive and/or chronic stress levels have negative consequences and may result in
physical, emotional, cognitive, behavioral, interpersonal, and/or spiritual disharmony.
The nurse helps the client implement positive coping abilities to minimize the effects of
stress.
Biological, psychological, social, and spiritual needs are common to all individuals
and can be placed in a hierarchy as demonstrated by Abraham Maslow. Life sustaining
needs must be met before gratification at the higher psychological and social level can
be attempted. When comfort, activity, nutrition, elimination, oxygenation, self-esteem,
and safety needs are met, the individual is able to move toward socialization and self-
actualization. Unmet needs motivate health-seeking behaviors. The individual is
frequently able to meet overt needs unassisted; however, when needs are multiple or
covert, outside intervention may be required.
Nursing is a dynamic profession with an evolving body of knowledge that is
supported by research within the profession as well as principles and theories from other
disciplines. Although nursing focuses primarily on the maintenance and restoration of
health, when the client’s biological functioning fails; the nurse provides end-of-life care
that fosters dignity and peace.
Supportive, restorative, and preventive nursing behaviors reflect theory,
knowledge, and the nursing process. The nurse uses supportive behaviors when
assisting the client to maintain activities of daily living, restorative behaviors to help the
178
client regain health when illness occurs, and preventive behaviors to promote health and
deter illness. Teaching-learning is a critical component of these behaviors.
Working collaboratively with the client and members of the healthcare team the
nurse uses the nursing process as a framework to assist individuals, families, and
thereby the community to achieve the highest attainable levels of health. Client needs
are addressed through the use of therapeutic communication and therapeutic
interventions that demonstrate caring and respect for individuality and culture.
As the recipient of nursing care, the client may be an individual, family or
community. Nursing care is provided to clients of varying developmental stages. The
developmental process is influenced by internal and external factors that enhance or
impair the achievement of developmental tasks. The client expresses needs through
verbal and nonverbal communication. As dictated by the client’s developmental level and
health status, the nurse uses therapeutic communication techniques to assist clients to
meet needs.
Members of the profession are educated at different levels for different roles
within the full scope of nursing. Each level has clearly established competencies and the
faculty supports articulation to advanced educational levels. As an integral part of the
discipline, the associate degree nurse functions as a provider of care, a manager of care,
and a member of the profession as defined by the National League for Nursing in 1990.
As a provider of care, the associate degree graduate uses the nursing process to
care for clients across the life span. This role requires critical thinking to facilitate
effective
decision-making, clinical competence, cultural awareness, accountability, and a
commitment to caring so that the nurse can collaborate with the client and members of
the healthcare team to provide care.
In the role of manager of care, the associate degree graduate functions in acute
and long-term care settings where policies and procedures are specified and guidance is
available. In this setting, the graduate utilizes collaboration, organization, delegation,
accountability, advocacy, and respect for other healthcare workers to develop a plan of
care specific to the needs of the client. The graduate possesses the knowledge and skills
necessary to prioritize care, delegate aspects of nursing care, direct culturally diverse
individuals, efficiently use time and resources, and know when to seek assistance.
As a member of the profession, the associate degree graduate is characterized
by a commitment to professional growth, continuous learning, and self-development.
The graduate knows, understands and practices within the ethical and legal framework
of nursing and is responsible for ensuring high standards of nursing practice.
The nursing faculty believes learning is essentially the responsibility of the
learner and requires active participation. Learning is individualized, occurs from a wide
179
variety of sensory stimuli, and produces a change in the learner’s insight, behavior,
perception, and motivation. Learning precedes best from simple to complex, known to
unknown, and the whole before its parts.
Educating a competent nursing workforce is essential to the health and well-
being of society. Therefore, the faculty is committed to face-to-face instruction as well
as distance education. Technology is used to provide students with an opportunity to
access nursing education in a location that is convenient and conducive to achieving
program and educational outcomes. Regardless of the delivery used, nursing education
demands that students acquire critical thinking and interpersonal skills and become
creative and self-directed. However, students enrolled in distance education courses
must assume more responsibility for learning. The nursing faculty employs a variety of
teaching strategies and provides experiences that enhance learning. Nursing skills are
actively learned and practiced throughout the program.
180
Appendix B
181
ADNP Conceptual Framework
Concept Level I Level II Level III Level IV
Nursing Process
*Assessment
*Nursing Diagnosis
Planning
Implementation
Evaluation
Assessment
Nursing Diagnosis
*Planning
Assessment
Nursing Diagnosis
Planning
*Implementation
Assessment
Nursing Diagnosis
Planning
Implementation
*Evaluation Nursing Roles
Provider of Care
Manager of Care
*Member of the Profession
*Provider of Care
Member of the Profession
*Provider of Care
Member of the Profession
Manager of Care
Provider of Care
Member of the Profession
*Manager of Care Health
Potter/Perry
Health-Illness Continuum Wellness Met Needs
*Single Overt Unmet Need
*Multiple Overt Unmet Needs
Met Needs * Multiple Overt and Covert Unmet Needs
Nursing Behaviors
Supportive Restorative Preventive
*Supportive Restorative
Supportive *Restorative
Supportive Restorative *Preventive
Stress
*Stress Adaptation
Separation Anxiety
Crisis
*Stress Maladaptation
Anxiety
Stress Maladaptation
*Separation Anxiety
Stress Maladaptation
Separation Anxiety
*Crisis Needs
Human Needs Hierarchy Maslow
*Comfort *Activity *Self-esteem *Elimination/Urinary
*Oxygenation *Nutrition *Elimination/Fecal *Activity All Previous Needs
*Oxygenation *Safety All Previous Needs
Development
Lifespan *Adults
Children
Adults
*Children
*Adults
*Children
Client
Individual Family Community
*Individual
*Individual *Family
*Individual *Family *Community
Communication
Therapeutic Communication
Process
*Adult clients with physical
and psychological impairment
*Clients of all ages and
Families
Healthcare Team
Clients of all ages and
Families
*Healthcare Team
*Client Advocacy
*Emphasized
182
Appendix C
183
Program Outcomes
The faculty of Phillips Community College of the University of Arkansas Associate Degree
Nursing Program uses the following criteria as measures of program effectiveness.
Program Completion
Forty percent (40%) of all newly admitted students enrolled in Level I on the 11th
day head count will complete the program within 150% of the time of the stated
program length.
Performance on NCLEX-RN
The NCLEX-RN licensure exam pass rate for graduates from all campuses will be
at or above the national mean on the first write.
Rates of Employment
Ninety percent (90%) of all graduates seeking employment will be employed in a
nursing position within six (6) months of graduation.
Patterns of Employment
Ninety percent (90%) of all employed graduates will initially practice in an
acute- or long-term healthcare setting.
Graduate Program Satisfaction
Eighty-five percent (85%) of all graduates returning the Graduate Survey within
six (6) months of graduation will express overall satisfaction with preparation
provided by the program.
Employer Satisfaction with Graduates
Eighty-five percent (85%) of all employers returning the Employer Survey within
six (6) months of graduation will express overall satisfaction with graduate
performance.
184
Appendix D
185
Educational Outcomes
1. Apply all phases of the nursing process and the human needs hierarchy to prioritize
nursing care, with emphasis on oxygenation and safety needs.
2. Integrate professional standards as a provider and manager of care to provide collaborative therapeutic interventions for a group of individuals, their families, and the community.
3. Promote health of the individual, family, and community through the practice of supportive, restorative, and preventive nursing behaviors.
4. Demonstrate client advocacy when interfacing with the healthcare team to promote client adaptation to stress related to maturational, situational, or life-threatening crises.
5. Foster attainment of developmental tasks across the lifespan to strengthen culturally diverse individuals, families, and communities.
6. Employ therapeutic communication with clients of all ages, their families, the healthcare team, and community to collaborate, organize, delegate, and advocate for provision of care.
7. Advocate for health within a community’s social, economic, and political arenas.
186
Appendix E
187
BOARD OF
TRUSTEES
UA PRESIDENT
CHANCELLOR
BOARD OF VISITORS
ADMINISTRATIVE
ASSISTANT
VICE
CHANCELLOR-
FINANCE/
ADMINISTRATION
VICE
CHANCELLOR
INSTRUCTION
-
VICE CHANCELLOR-
COLLEGE
ADVANCEMENT/
RESOURCE
DEVELOPMENT
VICE
CHANCELLOR-
DEWITT
VICE
CHANCELLOR-
STUTTGART
VICE
CHANCELLOR-
STUDENT
SERVICES/
REGISTRAR
Phillips Community College of the University of Arkansas
Organizational Chart
Dr. Steven Murray - Chancellor
188
Appendix F
189
DEWITT
FACULTY
COMPUTER
TECHNICIAN
LIBRARIAN
GED
INSTRUCTOR
STUDENT SUPPORT
SERVICES
B/I TRAINER
CLERICAL ASST.
FOLLETT
BOOKSTORE
CUSTODIAL
STAFF
ADJUNCT
FACULTY
COURIER
DIR PHYSICAL
PLANT (D)
ADMINISTRATIVE
ASSTISTANT
VICE CHANCELLOR - DEWITT
COMMUNITY
ED/ADJUNCT
COORDINATOR
INFORMATION
COORDINATOR
LEARNING LAB/
CV COORDINATOR
ALLIED HEALTH
CLERICAL ASST.
All Faculty/Adjunct Faculty Report
to Deans and VCI
Dotted Lines=Indirect Authority
Solid Lines = Direct authority
PROFESSIONAL
ADVISOR
HS RELATIONS/
PCC
FOUNDATION
BUSINESS
COORDINATOR
REGISTRAR’S
ASST
LIBRARY TECH
CAREER & TECH
CENTER
COORDINATOR
STUDENT SUCCESS
COORDINATOR
CAREER & TECH
CENTER FACULTY
CHANCELLOR
Phillips Community College of the University of Arkansas
Organizational Chart
C. Turner – Vice Chancellor- DeWitt Campus
190
Appendix G
191
EVENING.
COORD/COMM
ED
LIBRARIAN
LIBRARY SUPPORT
DISTANCE
LEARNING
LAB ASST.
BUSINESS
COORDINATOR
INFORMATION
COORD.
STUDENT
SUPPORT
SERVICES COORD
STUTTGART
FACULTY
COURIER
DIR PHYSICAL
PLANT
SKILLS TRADE
WORKER
CUSTODIAL
STAFF
SECURITY
WMTC
FACILITIES
MANAGER
PLATO LAB
ASST
CLERICAL
ASST.
COMPUTER
SUPPORT
TECH/FA
ASST
REGISTRAR
HS RELATIONS
MAINTENANCE
MANAGER
VICE CHANCELLOR – STUTTGART
GRANT
WRITER
BOOKSTORE
RECEPTIONIST
FINANCIAL
AID
ALLIED
HEALTH
CLERICAL
ASST.
ADJUNCT
FACULTY
CHANCELLOR
All Faculty/Adjunct Faculty Report to
Deans and VCI
Dotted Lines=Indirect Authority
Solid Lines = Direct authority
Phillips Community College of the University of Arkansas
Organizational Chart
Dr. S. Luebke – Vice Chancellor- Stuttgart Campus
192
Appendix H
193
VICE CHANCELLOR-INSTRUCTION
SECRETARY
DISTANCE LEARNING
COORDINATOR
DIR INSTITUTIONAL
EFFECTIVENESS
HS RELATIONS
& ADSTEP
ASST LIBRARIAN
STAFF
LIBRARIAN
CHANCELLOR
DW
HWH
STG
DEAN
ARTS & SCIENCES
DEAN
ADULT & DEV. ED.
DIR CENTER FOR
EXCELLENCE
DEAN
BUSINESS, INFO SYSTEMS &
APPLIED TECH
DEAN
ALLIED HEALTH
CLERICAL ASST.
COMPUTER LAB
DEPT. CHAIR
HUMANITIES
COMMUNITY
SRVICE COORD
ADULT ED STAFF
CENTER FOR
EXCELLENCE
CLERICAL ASST
CLERICAL ASST
DEWITT, HELENA, AND STUTTGART FACULTY
SECRETARY
GEAR UP
BUSINESS &
INDUSTRY
CAREER
PATHWAYS
CARL
PERKINS
APPLIED TECH PGM
COORD
ARCO
PHILCO
Phillips Community College of the University of Arkansas
Organizational Chart
Dr. Deborah King – Vice Chancellor for Instruction- HWH Campus
194
Appendix I
195
Phillips Community College of the University of Arkansas
Organizational Chart
Allied Health
Dean of Allied Health
Director of the ADNP Program
Ancillary
Personnel
Medication
Assistant-
Certified
PN Program
Coordinator
Allied Health
Students
Allied Health
Faculty
Infection Control
Committee
Emergency
Medical
Technician
MLT
Program
MLT/PLB
Program
Director
Allied Health
Advisory Committees
Associate
Degree
Nursing
PN
Program
NA
Program
PLB
Program
PCCUA Administration
196
Appendix J
197
PHILLIPS COMMUNITY COLLEGE OF THE UNIVERSITY OF ARKANSAS
ASSOCIATE DEGREE NURSING PROGRAM ORGANIZATIONAL CHART
ADNP Faculty
Curriculum
Committee
Faculty
Committee
ADNP
Students
Distance
Education
Sites
Admission
Committee
Promotion and
Graduation
Committee
Recruitment
Committee
Assessment
Committee
Learning
Resources
Committee
Helena-West
Helena
ADNP Students
Dean of Allied Health/
Director of the ADNP Program
198
Appendix K
199
Faculty Profile
Time F/T P/T
Faculty Name
Date of Initial
Appointment Rank
Bac. Degree
Institution Granting
Degree(s)
Graduate Degree
Institution Granting Degree
Area of Clinical
Expertise
Areas of Function
al Expertise
Academic Teaching & Other Duties
FT Level III/IV Coordinator
Geraldine Campbell
HWH Campus
8/02 Instructor BSN Delta State University
MSN Delta State University Family Nurse
Practitioner
Practice Classroom
Clinical Levels III & IV
FT Amy Hudson HWH Campus
8/79 Dean BSN University of
Southern Mississippi
MSN University of Southern
Mississippi Comm. Health
Education
Dean Advisor
Classroom Level III
FT LeAnne Marley HWH Campus
8/04 Instructor BSN University of
Arkansas Medical Sciences
MNSc University of Arkansas
Medical Sciences
Women’s Health Nurse
Practitioner
Practice Classroom
Clinical Levels III & IV
FT Brandy McGee HWH Campus
8/06 Instructor BSN Delta State University
Enrolled in Master’s program at University of Arkansas Medical Sciences Pediatric Nurse Practitioner Track 30 hours completed
Clinical Levels III, & IV
FT Karri Mitchell
DeWitt Campus 8/07 Instructor BSN
University of Central Arkansas
Enrolled in Master’s program at University of Arkansas Medical Sciences Family Nurse Practitioner Track 9 hours completed
Classroom Clinical
Levels I & IV
PT 80%
Jewell Naylor HWH Campus
8/79 Instructor BSN University of Memphis
MS University of Southern
Mississippi Comm. Health
Practice Classroom
Clinical Levels III & IV
FT Jennifer Saia HWH Campus
8/06 Instructor BSN University of
Arkansas Medical Sciences
MNSc University of Arkansas Medical Sciences May
2009
Nursing Admin.
Practice Classroom Clinical
Levels I, II, & III
FT Level I
Coordinator
Heather Snowden HWH Campus
8/04 Instructor BSN University of
Arkansas Medical Sciences
MNSc University of Arkansas
Medical Sciences Nursing Admin.
Practice Classroom Clinical
Levels I & II
FT Level II
Coordinator
Michele Steinbeck
HWH Campus 8/04 Instructor BSN
University of
Arkansas Medical
Sciences
MNSc University of Arkansas
Medical Sciences
Nursing
Admin. Practice Classroom
Clinical Levels I & II
FT
Shelby Gentry HWH Campus
1/91 Instructor BSN Arkansas State
University MSN Delta State University
Family Nurse
Practitioner Practice
Classroom Clinical Levels I & II
Advisor
200
FT Laura Festa
Stuttgart Campus
8/09 Instructor BSN Medical College
of South Carolina
MS
MSN
Ed.D.
University of South
Carolina
Virginia Commonwealth
University
University of South
Carolina
Health
Education
Psychiatric
Mental
Health and
Community
Education
Practice Classroom
Clinical
Levels I & II