cherylbarnes.weebly.com · web viewas nursing faculty considers revision of a current curriculum or...

Running head: CURRICULUM ASSESSMENT 1

Northwestern Michigan College School of Nursing Curriculum Assessment

Cheryl L Barnes

Ferris State University

CURRICULUM ASSESSMENT 2

Abstract

Through the process of describing a needs assessment and conducting an assessment of key

components of curriculum, the ADN program at NMC was considered. The process of

conducting a needs assessment is explored through an analysis of external and internal frame

factors. Along with frame factors, key components and an analysis are discussed providing

recommendations for identified strengths and weaknesses are provided.


Northwestern Michigan College School of Nursing Curriculum Assessment

As nursing faculty considers revision of a current curriculum or the potential for a new

one, it is important to complete a needs assessment (Keating, 2010). One model for completing

an assessment presented in Keating (2011) was developed by M. Johnson in 1977. Part of this

process is the consideration of frame factors. Frame factors are the external and internal

influences that impact educational programs (Keating, 2010). The purpose of this paper is to

discuss the needs assessment process examining Northwestern Michigan College Associate

Degree Nursing (ADN) curriculum exploring external and internal frame factors, key

components, and issues while providing recommendations for change.

Northwestern Michigan College

Northwestern Michigan College (NMC) opened its doors on September 17, 1951 and

graduated its first nursing class in 1963 (NMC, 2013a). The community college is located on

Front Street in Traverse City, Michigan, a popular tourist town in Northern Michigan. Although

the college is located in Grand Traverse County, it serves a five county region including Antrim,

Benzie, Kalkaska, and Leelanau counties. Approximately 5,200 students attend NMC each year

(NMC, 2013a). Some of NMC’s most popular programs include aviation, culinary, maritime,

and nursing (NMC, 2013a). Tuition is based on student residency status; Grand Traverse County

residents pay $86.30 per credit hour, in-state residents pay $170.90 per credit hour and out of

state residents pay $218.85 per credit hour (NMC, 2013a). The average total cost to receive an

ADN range from $18,582.60 for Grand Traverse County residents to $36,921.40 for out of state

residents. Unless a student is admitted through the competitive admission process, there is

generally a two year waiting list before reception into the ADN program (M. Walter, personal

communication, November 8, 2013).


External Frame Factors

Keating (2010) defines external frame factors as “those factors that influence curriculum

development in its environment and outside the parent institution” (pg. 91). There are nine

external frame factors that should be considered during the needs assessment process:

community description, demographics, academic setting, political climate, health care system

and health care needs, need for program, nursing profession, regulations and accreditations, and

financial support (Keating, 2010). The section below will provide an explanation of each

external factor.

Community Description and Demographics

Describing the community where the program occurs or will occur conveys the

significance of the program and many times, modifications in a program are the result of

recommendations from consumers (Keating, 2010). Assessment should include size, location,

and infrastructure in addition to knowing and understanding major industries and their support of

the program (Keating, 2010).

The community where NMC resides is a small, rural city. According to the United States

Census Bureau (2012) the population of Traverse City is 89,112 and 95% of the population is

Caucasian. Persons 18 years old and younger make up 21.4% of the population while 15.8% are

individuals over the age of 65 years. Average household income is $50,629 annually and 10.9%

of the population lives under the poverty level (United States Census Bureau, 2012). Traverse

City has a number of farms and vineyards and is named Cherry Capital of the World producing

75% of the nation’s tart cherries (Traverse City, 2013). Traverse City is a vacation destination in

summer months bringing an influx of vacationers and migrant workers each year (Traverse City,

2013).


NMC’s nursing program partners with Munson Medical Center (MMC) for clinical

experience and education (M. Walter, personal communication, November 8, 2013). MMC is a

391 bed level II trauma center that provides a number of surgical procedures ranging from open

heart, neurological, bariatric, and vascular, as well as orthopedic services. In addition to MMC,

Traverse City has a number of extended care facilities, home care agencies, hospice and

palliative care establishments.

Academic Setting

Keating (2010) suggests the importance of identifying other institutions in the area that

offer higher education and knowing what programs are offered. The desired goal for a

community college such as NMC is not to have direct competition but to serve as a feeder for

other programs. NMC partners with nine universities through its University Center where

students can continue education through doctoral programs if desired (NMC, 2013a). NMC

partners with Ferris State University for Bachelor of Science in Nursing (BSN) and provides all

transfer information on the website (NMC, 2013a).

Political Climate

The type of government and their relationship with the nursing program is important for

support (Keating, 2010). Traverse City is governed by six commissioners and a mayor (Grand

Traverse County, 2013). Specific information that is important for faculty to understand about

government leadership according to Keating (2010) is their view of the college and their specific

interest in nursing. One city commissioner for Traverse City is also a practicing nurse manager at

Munson Medical Center and is a strong support for the nursing program at NMC.


Health Care System and Health Care Needs/Needs for the Program

Understanding the healthcare system of a community involves knowing the major forms

of healthcare delivery, understanding the challenges of the community in regards to healthcare

and the role of the nurse in each system (Keating, 2010). The desired outcome in this area of the

needs assessment would include sufficient placement for new graduates, problems or concerns of

the community match the focus of the curriculum, nurses are represented and education prepares

them for future educational needs (Keating, 2010). MMC completes a community health needs

assessment for the five county regions. The 2013 assessment defines one of its greatest

challenges facing the healthcare community is the needs of the aging population. By 2020,

people age 60 and older are expected to comprise 25 to 33 percent of the resident population

with the fastest growing collection being those 85 years and older (MMC, 2013a). Other

challenges noted in the needs assessment were poverty related to low income and seasonal jobs,

high transportation costs and the distance to attaining healthcare, substance use and abuse, and

the increase of chronic illness such as diabetes.

Nursing Profession

When looking at the nursing profession in the course of an assessment the ideal goal is to

have the type of nurses available to fulfill the needs of the community (Keating, 2010). Another

advantage is having nursing organizations that can support both students and faculty (Keating,

2010). NMC has two organizations in the area. The first is Michigan Nursing Students

Association (MNSA) located in Okemos, Michigan (MNSA, 2013) and the second is Registered

Nurses Association in Michigan (RN-AIM) located in Traverse City, Michigan.


Regulations and Accreditations

Keating (2010) advises reviewing state regulations during the assessment process to

address new or projected changes. Although accreditation at the national level is not required, it

does provide standards and establishes the quality of a nursing program (Keating, 2010). When

nursing curriculum was developed at NMC, Quality and Safety Education for Nurses (QSEN)

standards were used. Currently NMC is seeking accreditation through Accreditation Commission

for Education in Nursing (ACEN) and have passed the first portion meaning some standards

have been met (M. Walter, personal communication, November 8, 2013).

Financial Support

The financial support of the nursing program may come from sources at the state level or

from donations as well as fees, tuition, and scholarships (Keating, 2010). Whatever the source,

financial stability will influence the quality of the program and how it is provided to students

(Keating, 2010). If curriculum revision is being considered, financial support may need to

increase or decrease based on the changes (Keating, 2010). Other than tuition and fees, I was not

able to get further financial backing information from NMC. NMC hosts a large barbeque on

campus each spring where 1.5 million dollars have been raised to support programs and projects

(NMC, 2013a). NMC faculty can request funding from the barbeque proceeds by filling out a

proposal online. The nursing program’s simulation equipment was supported through this

funding (NMC, 2013a).

Internal Frame Factors

Like external frame factors, internal frame factors also have a major impact on a nursing

program’s success (Keating, 2010). Analysis of each internal factor and its relevance to the

nursing program will impact both new and existing programs (Keating, 2010). Internal frame


factors to consider include: description and organizational structure of the parent Academic

Institution, Mission Philosophy and goals of the parent institution, internal economic situation

and influence on the curriculum, resources within the institution and nursing program, and

potential faculty and student characteristics (Keating, 2010).

Description and Organizational Structure of the Parent Academic Institution

Part of a needs assessment should include the institution in which the nursing program

belongs (Keating, 2010). The physical environment can have as much impact as the

collaboration and communication between faculty and leadership of the institution (Keating,

2010). The preferred outcome will result in support for the program and provide an avenue for a

fair approval or review process (Keating, 2010).

NMC is a community college that is located in town and ten minutes from the hospital

and other healthcare organizations they partner with. The director, along with 75% of the faculty,

has been with the program for greater than 20 years (M. Walter, personal communication,

November 8, 2013). It is an assumption that due to the number of years the program has been in

place, the recent addition of the health and science building and the longevity of faculty that

support and influence is present.

Mission, Philosophy, and Goals of the Parent Institution

When looking at the mission, philosophy, and goals of the organization, the aim is for

each one to be harmonious with the nursing program’s mission, philosophy, and goals (Keating,

2010). Together the program and the organization can prepare students for becoming

professional and responsible people of the community (Keating, 2010). The mission, philosophy,

and goals of both NMC and the nursing program will be discussed further in the assessment of

key components portion of this paper.


Internal Economic Situation and Its Influence on the Curriculum

The nursing program must have adequate resources in order to provide quality education

of tomorrow’s nurses. It is helpful to have a financial staff member to develop business plans and

help ensure required resources are available (Keating, 2010). Other key financial information

should include the operating budget and its sufficiency in supporting the program (Keating,

2010). For the purpose of this paper the business plan and financial information was not

obtainable.

Resources within the Institution and Nursing Program

The physical environment should offer adequate laboratories, technology equipment,

supplies, and classroom space to facilitate learning (Keating, 2010). In addition, ongoing

educational opportunities and support for staff is desired (Keating, 2010). The nursing program

at NMC has a new health and science facility with suitable classrooms, simulation equipment,

and laboratories strategically set up to replicate the hospital room they will work in during their

clinical rotations. The beds, chairs, IV pumps and poles, even patient gowns are the same. This

helps the student get comfortable with navigating the room and equipment before having to

perform in front of patients for the first time.

Potential Faculty and Student Characteristics

The preferred goal is for the institution and program faculties to have enough resources to

recruit, retain, and provide quality education to students (Keating, 2010). Looking at information

from previous applicants and current student body will help in this determination (Keating,

2010). Other considerations include NCLEX pass rates and qualifications of faculty (Keating,

2010). Most of the students at NMC are from the surrounding communities. The average age of

NMC students is 26 years and 87% of the student population is white with 63 international


students campus wide (NMC, 2013a). There is an approximate wait of 2 years before entry in to

the nursing program (M. Walter, personal communication, November 8, 2013). The faculty is

qualified and has a frequent turnover of adjunct clinical staff.

Assessment of Key Components

Within all types of institutions there are classic components that exist (Keating, 2010). It

is vital for the components of a nursing program to parallel with the institution for the support

and success of a quality program (Keating, 2010). Below, a look at the mission, philosophy,

organizing framework, overall purpose and goal of the program, student learning outcomes,

implementation plan, and a summary will be considered for NMC.

Mission

The mission of NMC is: “Northwestern Michigan College provides lifelong learning

opportunities to our communities” (NMC, 2013a). The mission of the Nursing program of NMC

is “to provide a quality curriculum through which nursing students are prepared to be competent,

professional nurses and develop a commitment to lifelong learning” (NMC, 2013b, pg. 5). The

two mission statements are congruent, having the key component of lifelong learning central to

the mission. The nursing program strives to develop lifelong learning in the students while the

college strives to give students these opportunities while attending. When entering the nursing

workforce it is essential that professionals have a desire for continued learning as the changing

landscape of healthcare demands it.

The nursing mission discusses teaching through the implementation of a quality

curriculum. Faculty and staff work to give nursing students a curriculum that will prepare them

for a demanding workforce. Service and research are implied in the nursing mission through its


statement regarding being prepared and competent. Students need to be competent in care of

patients requiring continuous education of latest developments in evidence based care.

Philosophy

The Department of Nursing philosophy states that it strives to fulfill the “Mission,

Vision, and Values of Northwestern Michigan College” (NMC, 2013b, pg. 5). There is no stated

philosophy of the parent institution; however there are parallel statements within the Department

of Nursing philosophy and the values of the college that connect the two. The department and

college both contain statements regarding the learner and community partnering to create a

lifetime commitment to learning. The two entities cannot thrive independent of each other and

each become stronger because of their connection.

One subtopic of the department states that “human beings are unique, holistic

individuals” (NMC, 2013b, pg. 5). Furthermore “they have the right and responsibility to make

choices as they attempt to attain or maintain optimal health states” (NMC, 2013b, pg.5). This is

consistent with the statement of the college to “invest in individual’s personal and professional

growth and development” (NMC, 2013a). The two statements are designed to allow individuals

to make personal choices as to how they develop as students within the community of college

and city or state. Both the college and department will support and assist the learner in this

endeavor. The department encourages student nurses to “utilize the nursing process which is

guided by evidenced-based research, various types of thinking, and ethical and legal standards to

facilitate progression of the patient toward optimal health throughout the lifespan” (NMC,

2013b, pg. 5). This section of the department philosophy supports the college statement that

“each of us will strive to exceed expectation for quality and service in all that we do” (NMC,

2013a). It is implied by the department that nurses will reach high standards of practice as they


utilize care that is based on research. Both the department and college hold the learner to

standards that will create competent and quality graduates.

Collaboration among community members and professionals is an important aspect of

philosophy and value for the two bodies. The importance is that learner is comfortable with

working with others, valuing opinion and knowledge while striving to meet a common goal.

Both the college and the department make statements that support the learner’s journey to be

flexible in their profession in an attempt to meet the changing needs of society. The nursing

profession must be able to respond to changes in policy and advances in health care in order to

best meet the needs of the patient. The college commits to monitoring the changing world around

us and taking actions today that prepare us to meet future needs of our communities. The

philosophy of the department is matching with the values of the college in most aspects.

Although the college emphasizes ethics, integrity, and personal responsibility, it is implied in the

department as being professional practitioners, nurses will strive for the same. The philosophy of

the Department of Nursing at NMC parallels the values of the college in such a way that the

partnership between the two makes for a strong program.

Organizing Framework

The organizing framework for the nursing program at NMC supports the implementation

of the mission, philosophy, and curriculum of the nursing program. Learning is at the nucleus of

this framework. The level-4 learning outcomes of communication & collaboration skills,

patient-centered care, nursing judgment, professional identity, and safety are the core

components of this framework.


Overall Purpose and Goal of the Program

There is not a defined overall purpose and goal of the program found, however I believe

the following statement within the Nursing Program Policy Manual (NMC, 2013b) fits that

description:

The nursing faculty members believe that ADN graduates of the NMC College Nursing

Program are professional practitioners. Graduates of the practical nursing program are

technical nurses. All program graduates provide safe, effective, holistic care within the

scope of practice of the nursing profession. The Associate Degree and Practical nurse

use various types of thinking such as clinical reasoning and critical thinking within their

practice. The graduate nurse is an excellent communicator and views the bigger picture

to include the family and significant individuals in the patient’s life. They are a

collaborator of care with other members of the health care team. The plan of care for

their patient is evidence based and incorporates education to help promote a healthy

lifestyle (pg. 5).

The goal statement reflects the mission, philosophy, and organizing framework with words such

as; professionals, reasoning, critical thinking, communicator, collaborator, and evidence based.

The graduated nurse will become a dynamic part of the health care team having been given the

opportunity to marry these elements in a college program.

This statement is broad enough to encompass the track provided by the nursing program,

an ADN. Graduated learners will enter the workforce prepared to provide effective patient care.

The purpose statement of the department can lead to measurable outcomes evidenced by the

following phrases: “provide safe, effective, holistic care within the scope of practice of the

nursing profession, the graduate nurse is an excellent communicator, they are a collaborator of


care, and incorporates education to help promote a healthy lifestyle” (NMC, 2013b, pg. 5).

Outcomes can be developed from these statements as they contain action verbs and measurable

elements.

Student Learning Outcomes

The Student Learning Outcomes (SLOs) for the ADN program at NMC are written in a

four semester plan that supports the mission, framework, and goals and purpose of the college.

The SLOs, available in Appendix A, utilize Bloom’s Taxonomy in structure by arranging the

level of achievement expected by semester enrolled. The first semester expectations are

knowledge dimensions while those in semester four are cognitive processes; this arrangement

increases the expectations of the students as they move through the program (Billings &

Halstead, 2012).

The SLOs are written with a focus on the learner and what is learned. The end of program

outcomes focus on a high level of learning that stresses professionalism while integrating skill,

competence, and critical thinking. Practicing as a technical nurse, which is part of the goals and

purpose of the program, is not specifically integrated into the curriculum, however it is implied.

By integrating safe care practices nurses will utilize technology to determine what safe care is. In

addition, technology will be implemented into the delivery of safe care.

Implementation Plan

There was not an implementation plan available in the Nursing Program Policy Manual.

However, there is evidence that through the progression of coursework, standards of goals,

mission and objectives are reflected. The college is currently moving from QSEN accreditation

to ACEN accreditation. The first stage of this has been approved. Upon completion of the

process the college will have documentation available in its permanent records. The ACEN


(2013) supports the safe practice in contemporary environments, which matches the purpose and

goals of the NMC nursing program.

The program manual does contain requirements in math and language competency levels.

Achieving these competency levels will increase effectiveness in all coursework. There is a plan

stated for students who do not meet competency levels which include tutoring options. In

addition, course requirements for graduation are listed and required to be taken in the semester in

which they are listed (NMC, 2013b). Pre-requisites and co-requisites are available to students in

the NMC catalog as well as course descriptions.

Summary

Each element of the nursing curriculum of NMC is consistent with the college. There are

implied references when congruencies are not implicit which aligns elements of both entities.

There is a logical and intentional order to SLOs that build on cognitive domains as students

move through the program. The implementation plan and organizing framework go hand in

hand. The framework elements are implemented in a logical order and sequence.

Lastly the SLOs of the nursing program infer mastery as they build upon each other.

Graduating nurses will have obtained skills to be effective not only as they enter the workforce

but into the future as well. Having the expectation and support of becoming a lifelong learner

will enable the nurse to practice in a changing field with competence and professionalism.

Analysis

Areas of strength include the program holding all students to a high level of performance,

there is a logical progression of coursework, current practice in healthcare is maximized,

classroom labs are reflective of practice environments, partnership with universities is utilized,

critical thinking and clinical reasoning skills are implemented, there are hands on curriculum


offerings such as simulation, and outcomes elements include high standards of practice. These

strengths lead to a program that is successful in meeting health care needs in the region. The two

strengths discussed in more detail include partnership opportunities and laboratory information.

Nursing students at NMC looking to advance their degree will have the advantage of

college credits that transfer seamlessly to four year institutions, specifically Ferris State

University. There is a transfer policy in place between the two institutions that allow for students

to gain a Bachelor in Science of Nursing (BSN) or Masters in Science of Nursing (MSN) in a

continuous approach (NMC, 2013). Having this opportunity is important in order to achieve the

request of the Institute of Medicine’s call to have 80% of nurses be prepared at the baccalaureate

level by the year 2020 (Sportsman & Allen, 2011).

The NMC nursing program also provides students with simulation and lab opportunities

contained in the curriculum. Simulation experiences will prepare students for real life practice

while evolving the student in safe patient care while learning coursework and program objectives

(Bradshaw & Lowenstein, 2011). During lab opportunities students will gain experience in skills

such as practicing assessment skills, bed making with and without patient presence, proper body

mechanics and collaboration and communication skills. In addition, skills labs can be used to

evaluate end of semester outcomes (Bradshaw & Lowenstein, 2011).

Within the program there are identified weaknesses as well; in depth instructional

technology is not identified within the curriculum and faculty is far removed from the practice

arena. Many academic faculties at NMC are reaching retirement age and have not been active in

the clinical arena for many years. Not having this connection to the bedside leads to a lack of

cohesiveness between teaching and the real clinical world.


Recommendations

The areas of strength that NMC possesses in institutional partnerships and clinical lab

solidify its role in the community as a leader in promoting higher education. As stated earlier

there will be a required increase in BSN prepared nurses. Although increasing the baccalaureate

workforce will be a challenge for post-secondary institutions, the partnership between NMC and

FSU has made the process continuous. Sportsman & Allen (2011) identified one barrier was a

lack of a seamless education between higher level institutions. By developing streamline

processes from an ADN program to a BSN program it would increase admissions to these

program (Sportsman & Allen, 2011). It would be logical to surmise that reaching the 80% bar

would be much more attainable in our region due to this partnership.

The simulation and lab experiences students receive at NMC are invaluable as they

pursue a degree in nursing. The skills lab at NMC is equipped to imitate a hospital room at

Munson Medical Center (MMC). The lab includes items such as beds, bedside tables, IV pumps

and poles, linens and technologies; all of which are exact replications of those found at MMC. It

is important that labs take on the look of the environment in which they work in order to parallel

procedures found in future work environments (Bradshaw & Lowenstein, 2011). Students will

also be able to move from novice to higher level practitioners as they perfect skills in the lab.

Bradshaw & Lowenstien (2011) suggest that in order for students to master skills they must be

practiced in the most real-life scenarios possible. The nursing program at NMC does well to

make sure all students progressing through curriculum have skill sets necessary to be successful

in the workforce.

As a weakness, the nursing program’s academic faculties have a weak connection to the

clinical arena. This leads to a loss of cohesiveness between teaching and the workforce and


faculty advancement. Billings & Halstead (2012) posit that faculty maintains clinical competence

via practice and professional development. In doing so, educators will be more effective in

making connections for students to the workforce. In addition, scholarship is an integral part of

core competencies described by the National League for Nursing (2005). This involves

maintaining skills in the practice environment in order to facilitate instruction.

An additional weakness is the lack of in-depth instructional technology within the

curriculum. In 2009, the Health Information Technology for Economic and Clinical Health

(HITECH) Act created financial support for hospitals and other healthcare providers to

implement electronic health records (EHR) to help improve efficiency and quality of patient care

(Merrill, Deegan, Wilson, Kaushal, & Fredericks, 2013). Technology has become a large and

relevant piece of nursing practice. In Locsin’s theory of Technological Competency as an

Expression of Caring in Nursing, nursing is identified as being the “interface” between

technology and patient care (Locsin, 2001). In addition, nurses are asked to examine their

practice and incorporate evidence to support the care they provide. A study by Brown, Wickline,

Ecoff and Glaser (2009) explored 458 nurses perceptions about the barriers associated with

evidence based practice. The study found that nurses described lack of time, lack of knowledge,

and lack of support in finding evidence to support their practice as the main barriers. A

recommendation for the program at NMC is to increase the usage of technology throughout the

program to support quality, competence and evidence based nursing practice.

Conclusion

Through the process of describing a needs assessment using Johnson’s model, the nursing

program at NMC was measured. The nursing program was found to have a robust, quality

program evidenced by its commitment to producing life-long learners. There is a strong tie


between the nursing program and the parent institution among their key components. Strengths

of the program included; the program holding all students to a high level of performance, there is

a logical progression of coursework, current practice in healthcare is maximized, classroom labs

are reflective of practice environments, partnership with universities is utilized, critical thinking

and clinical reasoning skills are implemented, there are hands on curriculum offerings such as

simulation, and outcomes elements include high standards of practice. A discussion provided

recommendations for the classroom lab environments and the utilization of a partnership with

universities. Two weaknesses were identified during the assessment; faculty having a weak

connection to the clinical setting and lack of in-depth instructional technology within the

curriculum. Through a thorough discussion of the weaknesses, recommendations were provided

to improve the use and instruction of technology and connection of faculty to the curriculum.


References

Accreditation Commission for Education in Nursing. (2013). Retrieved from

http://acenursing.org/

Billings, D. M., & Halstead, J. A. (2011). Teaching in nursing: A guide for faculty (4th ed.). St.

Louis, MO: Elsevier Saunders.

Bradshaw, M.J. & Lowenstein, A.J. (2011). Innovative teaching strategies in nursing and related

health professions (5th ed.). Sudbury, MA; Jones and Bartlett Publishers

Brown, C., Wickline, M., Ecoff, L., & Glaser, D. (2009). Nursing practice, knowledge, attitudes

and perceived barriers to evidence-based practice at an academic medical center. Journal

of Advanced Nursing, 65(2), 371-381. doi:10.1111/j.1365-2648.2008.04878.

College View. (2013). Retrieved from http://www.collegeview.com/schools/northwestern-

michigan-college/figures.

Grand Traverse County. (2013). Retrieved from http://www.co.grand-traverse.mi.us/

Keating, S. B. (2010). Curriculum development and evaluation in nursing (2nd ed.). New York:

Springer Publishing.

Locsin, R. (2001). Advancing technology, caring, and nursing. Westport, Connecticut: Auburn

House.

Merrill, J., Deegan, M., Wilson, R., Kaushal, R., & Fredericks, K. (2013). A system dynamics

evaluation model: implementation of health information exchange for public health

reporting. Journal of the American Medical Informatics Association, 20(e1), e131-8.

doi:10.1136/amiajnl-2012-001289

Michigan Nursing Students Association. (2013). Retrieved from http://michigannsa.org/


Munson Medical Center. (2013). Community Health Needs Assessment. Retrieved from

http://www.munsonhealthcare.org/CHNA

National League for Nursing (2005). Retrieved from

http://www.nln.org/facultydevelopment/pdf/corecompetencies.pdf

Northwestern Michigan College. (2013a). Retrieved from https://www.nmc.edu/

Northwestern Michigan College. (2013b). Nursing Program Policy Manual. Retrieved from

https://www.nmc.edu/programs/academic-programs/nursing/files/nmc-nursing-program-

policy-manual.pdf

Sportsman, S., & Allen, P. (2011). Transitioning associate degree in nursing students to the

bachelor of science in nursing and beyond: A mandate for academic partnerships. Journal

of Professional Nursing 27(6), 20-27.

United States Census Bureau. (2012). Grand Traverse County, Michigan. Retrieved from

http://quickfacts.census.gov/qfd/states/26/26055.html


Appendix A

cherylbarnes.weebly.com · web viewas nursing faculty considers revision of a current curriculum or...

Documents